March/April 2002
Putting National Board Certification to the Test
by David T. Gordon
In the past three years, the number of teachers certified by the National Board for Professional Teaching Standards has more than tripled--to 16,037. In 2002, 20,000 others will aim for the advanced credential. Some are drawn by opportunities for more prestige, better pay, or career advancement. Others just like the challenge posed by the 10-month preparation period. Nearly all of those who've gone through the process--even those who fail--say it makes them better teachers and more articulate about their practice.
Yet for all its positive reviews, both supporters and skeptics of Board certification are asking tough questions. So the NBPTS recently invited education researchers to put the certification process to the test with independent and rigorous studies. Do students learn more in classes taught by Board-certified teachers? Do low-performing schools benefit in any measurable way? Why do the passing rates of minority NBPTS candidates trail those of whites by wide margins? Is the assessment biased against teachers who employ more traditional, teacher-centered instructional methods?
In other words, has the $200 million investment of charitable and taxpayer funds in this system been worthwhile?
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Rules of Attraction
This short item highlights some of the incentives and rewards districts are offering teachers who pursue National Board certification.
Teacher Excellence: Improving the Conversation An interview with Ann E. Harman, director of research and information for the National Board for Professional Teaching Standards, about the Board's efforts to beef up scholarly research about its certification.
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Do AP and IB Courses Have Merit?
Yes, according to a new study by the National Research Council, despite widespread concerns about how the courses are taught. But the NRC also agreed with much of the criticism and suggested changes to both programs.
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