Does NBPTS Certification Affect the Number of Colleagues a Teacher Helps With Instructional Matters?

2008 ◽  
Vol 30 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Kenneth A. Frank ◽  
Gary Sykes ◽  
Dorothea Anagnostopoulos ◽  
Marisa Cannata ◽  
Linda Chard ◽  
...  
Keyword(s):  
School Improvement ◽  
Teacher Leadership ◽  
Value Added ◽  
Critical Force ◽  
Policy And Practice ◽  
National Board ◽  
Certified Teachers ◽  
Teaching Standards ◽  
Professional Teaching ◽  
Internal And External Validity

In addition to identifying and developing superior classroom teaching, the National Board for Professional Teaching Standards (NBPTS) certification process is intended to identify and cultivate teachers who are more engaged in their schools. Here the authors ask, “Does NBPTS certification affect the number of colleagues a teacher helps with instructional matters?” If so, this could enhance the influence of NBPTS-certified teachers and their contributions to their professional communities. Using sociometric data within 47 elementary schools from two states, the authors find that NBPTS-certified teachers were nominated more as providing help with instruction than non-NBPTS-certified teachers. From analyses using propensity score weighting, the authors then infer that NBPTS certification affects the number of colleagues a teacher helps with instructional matters. The authors then quantify the robustness of their inference in terms of internal and external validity, finding, for example, that any omitted confounding variable would have to have an impact six times larger than that of their strongest covariate to invalidate their inference. Therefore, the potential value added by NBPTS-certified teachers as help providers has policy and practice implications in an era when teacher leadership has risen to the fore as a critical force for school improvement.

scholarly journals Impact of National Board for the Professional Teaching Standards (NBPTS) certification on student achievement

2015 ◽  
Vol 23 ◽  
pp. 91 ◽  
Author(s):  
Sarah Irvine Belson ◽  
Thomas A Husted
Keyword(s):  
Student Achievement ◽  
National Board Certified ◽  
District Level ◽  
National Board Certified Teachers ◽  
National Board ◽  
Certified Teachers ◽  
Teaching Standards ◽  
Reading And Math ◽  
Professional Teaching Standards ◽  
Professional Teaching

A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This study examines the relationship between National Board Certified Teachers (NBCTs) and student achievement on the reading and math assessments of the National Assessment of Educational Progress (NAEP). We argue that achievement can be affected both directly by the certified teacher and indirectly as NBCTs provide mentoring to colleagues and assume school leadership positions. This study focuses on a nationally representative assessment to measure student achievement rather than state- or district-level assessment exams.  We find that the percentage of National Board certified teachers in a state is positively related to scores on state-level NAEP Reading and Math assessments.

scholarly journals National Board Certified Teachers andTheir Students' Achievement

2004 ◽  
Vol 12 ◽  
pp. 46 ◽  
Author(s):  
Leslie G. Vandevoort ◽  
Audrey Amrein-Beardsley ◽  
David C. Berliner
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Empirical Studies ◽  
National Board Certified ◽  
National Board Certified Teachers ◽  
National Board ◽  
Certified Teachers ◽  
Teaching Standards ◽  
Professional Teaching Standards ◽  
Professional Teaching

Contemporary research on teaching indicates that teachers are powerful contributors to students’ academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. Nevertheless, on the basis of the extant research and a vision of exemplary teaching, the National Board for Professional Teaching Standards stipulated a definition of a superior teacher. The Board did this without empirical evidence to support their claim that teachers’ who meet the standards set by the Board were superior in promoting academic achievement to those who did not meet those standards. In the 17 years since the founding of the National Board, only a few empirical studies have addressed this important issue. In this study we compare the academic performance of students in the elementary classrooms of 35 National Board Certified teachers and their non-certified peers, in 14 Arizona school districts. Board Certified teachers and their principals provide additional information about these teachers and their schools. Four years of results from the Stanford Achievement Tests in reading, mathematics and language arts, in grades three through six, were analyzed. In the 48 comparisons (four grades, four years of data, three measures of academic performance), using gain scores adjusted for students’ entering ability, the students in the classes of National Board Certified Teachers surpassed students in the classrooms of non-Board certified teachers in almost threequarters of the comparisons. Almost one-third of these differences were statistically significant. In the cases where the students of non-Board certified teachers gained more in an academic year, none of the differences found were statistically significant. Effect size, translated into grade equivalents, informs us that the gains made by students of Board Certified teachers were over one month greater than the gains made by the students of non-Board certified peer teachers. Teachers identified through the assessments of the National Board for Professional Teaching Standards are, on average, more effective teachers in terms of academic achievement, one of the many outcomes of education for which teachers are responsible. This study does not address whether other, cheaper, or better alternatives to the National Boards exist, as some critics suggest. On the other hand, the results of this study provide support for the policies in many states that honor and provide extra remuneration for National Board Certified Teachers.

National Board Teachers Are More Effective, But Are They in the Classrooms Where They're Needed the Most?

2006 ◽  
Vol 1 (3) ◽  
pp. 372-382 ◽  
Author(s):  
Dan Goldhaber
Keyword(s):  
National Board Certified ◽  
Disadvantaged Students ◽  
Research Articles ◽  
National Board Certified Teachers ◽  
Mobility Patterns ◽  
National Board ◽  
Certified Teachers ◽  
Teaching Standards ◽  
Professional Teaching ◽  
Key Questions

This brief summarizes findings from several research articles that focus on the National Board for Professional Teaching Standards (NBPTS). This work focuses on three key questions: Who applies for and becomes National Board certified? Where do National Board Certified Teachers (NBCTs) teach? Are they more effective than other teachers? The findings suggest that: (1) teachers are less likely to become certified if teaching disadvantaged students; (2) NBCTs are more effective than noncertified NBPTS-applicants and nonapplicants; and (3) the mobility patterns of NBCTs decrease the chances that low-performing students will be taught by a teacher with this credential.

scholarly journals National Board Certification and Teachers' Career Paths: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?

2009 ◽  
Vol 4 (3) ◽  
pp. 229-262 ◽  
Author(s):  
Dan Goldhaber ◽  
Michael Hansen
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Public School ◽  
Career Paths ◽  
National Board Certified ◽  
National Board ◽  
Certified Teachers ◽  
Teaching Standards ◽  
The North ◽  
Professional Teaching

Investment in the certification of teachers by the National Board of Professional Teaching Standards (NBPTS) represents a significant policy initiative for the nation's public school teachers. This article investigates the potential impact of NBPTS certification on teachers' career paths. Using a competing risks model on data from North Carolina public schools, we find evidence that those teachers who apply to NBPTS are more likely to be mobile than are nonapplicants, particularly after they have gone through the certification process. Regression discontinuity estimates suggest that National Board–certified teachers are more likely than unsuccessful applicants to leave the North Carolina public school system and that this appears to result from certified teachers exiting high-minority schools, particularly Charlotte-Mecklenburg schools.

Mathematics Teacher Education and edTPA

2016 ◽  
pp. 182-201
Author(s):  
Dianne S. McCarthy ◽  
Barbara A. Burns
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
National Board ◽  
Successful Teachers ◽  
Teaching Standards ◽  
Professional Teaching

The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.

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