What Makes a Good Teacher: NBPTS

Edwin D. Bell

Introduction In 1983 the federal government

released a report titled, A Nation at Risk. The members of the commission who developed the report argued that declines in educational performance are the result of inadequacies in content, expectations, time, and teaching (National Commission on Excellence in Education, 1983).

Introduction (continued)

In 1986, the Carnegie Task Force on Teaching a profession issued a report, A Nation Prepared: Teachers for the 21st Century. The leading recommendation of the report called for the creation of a National Board for Professional Teaching Standards (National Board for Professional Teaching Standards, 1989).

Introduction (Continued)

The National Board, established in 1987, issued a 1989 policy statement, What Teachers Should Know and Be Able to Do, This policy statement identified five core propositions for accomplished teachers (National Board for Professional Teaching Standards, 1989).

NBPTS Core Propositions1. Teachers are committed to students and

their learning.2. Teachers know the subjects they teach

and how to teach those subjects to students.

3. Teachers are responsible for managing and monitoring student learning.

4. Teachers think systematically about their practice and learn from experience.

5. Teachers are members of learning communities.

Teachers are committed to students and their learning

Accomplished teachers are dedicated to making knowledge accessible to all students.

Accomplished teachers understand how students learn and develop.

Teachers know the subjects they teach and how to teach those subjects to students

Accomplished teachers have a rich understanding of the subjects they teach.

Accomplished teachers command specialized knowledge of how to convey and reveal subject matter to students.

Teachers are responsible for managing and monitoring student learning

Accomplished teachers create enrich, maintain and alter instructional environments to make the most effective use of time and to capture and sustain the interest of their students.

Accomplished teachers can assess the progress of individual students and the whole class.

Teachers think systematically about their practice and learn from experience

Accomplished teachers are models of educated persons, exemplifying the virtues they seek to inspire in students – curiosity, tolerance, honesty, fairness respect for diversity and appreciation of cultural differences.

Accomplished teachers draw on their knowledge of human development, subject matter and instruction, and their understanding of students to make principled judgments about sound practice.

Teachers are members of learning communities

Accomplished teachers contribute to the effectiveness of the school by working collaboratively with other professionals on instructional policy, curriculum development and staff development.

Accomplished teachers find ways to work collaboratively and creatively with parents, engaging them productively in the work of the school.

Recommendations

Please read and study the five core propositions and their indicators of an accomplished teacher until you have internalized them as one of the sets of rubrics that guide your reflection on your professional development throughout the remainder of you career.

References National Board for Professional Teaching

Standards. (1989). What Teachers Should Know And Be Able To Do. Retrieved on January 2, 2008 from http://www.nbpts.org/UserFiles/File/what_teachers.pdf

National Commission on Excellence in Education. (1983). A Nation at Risk.

Retrieved on January 2, 2008 from http://www.ed.gov/pubs/NatAtRisk/findings.html