Reflective Analysis of National Board-certified Teacher Mentoring Programs

As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.

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School Librarian Leadership: Research and Practice

IASL Annual Conference Proceedings ◽

10.29173/iasl7455 ◽

2021 ◽

pp. 386-405

Author(s):

Nancy Everhart ◽

Melissa Johnston

Keyword(s):

Technology Leadership ◽

Leadership Education ◽

School Librarian ◽

Florida State University ◽

State University ◽

Doctoral Graduates ◽

National Board ◽

National Board Certified Teacher ◽

Teacher Librarians ◽

Certified Teacher

A core body of research concerning teacher librarian leadership has been generated by faculty and doctoral graduates from Florida State University. Substantive studies have been conducted on leadership in technology integration by National Board Certified teacher librarians, enablers and barriers to technology leadership by teacher librarians, leadership in state initiatives related to digital textbooks, leadership with e-books and electronic devices, one-to-one computing, and school librarian leadership education. This paper provides an overview of that research and presents implications for teacher librarian education.

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Curricular Contradictions: Negotiating Between Pursuing National Board Certification and an Urban District’s Direct Instruction Mandate

Harvard Educational Review ◽

10.17763/1943-5045-90.3.474 ◽

2020 ◽

Vol 90 (3) ◽

pp. 474-496

Author(s):

TRAVIS J. BRISTOL ◽

JOY ESBOLDT

Keyword(s):

Direct Instruction ◽

National Board Certification ◽

Urban School ◽

Board Certification ◽

National Board ◽

Organizational Conditions ◽

National Board Certified Teacher ◽

Teaching Standards ◽

School Based ◽

Certified Teacher

In this article, Travis J. Bristol and Joy Esboldt examine the supports and constraints teachers at one midsized urban school serving predominately Latinx students encountered during school-based professional development aligned with becoming a National Board Certified Teacher (NBCT). Research has established that Black and Latinx students have less access to NBCTs when compared to White students, yet few studies offer insight into the organizational conditions that influence urban school teachers’ capacity to earn certification. Drawing on two years of ethnographic observations, interviews, and artifact analysis, this study finds that district and school-based factors constrained teachers’ capacity to earn National Board Certification, reporting that participants believed there was a misalignment between the district’s vision for instructional improvement, which focused on Direct Instruction, and the National Board for Professional Teaching Standards.

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A Best Evidence Analysis and Synthesis of Research on Teacher Mentoring Programs for the Entry Year Teacher in the Public Elementary and Secondary Schools

10.15385/tmed.2003.1 ◽

2003 ◽

Author(s):

Linda Cernetic

Keyword(s):

Secondary Schools ◽

Mentoring Programs ◽

Teacher Mentoring ◽

The Public ◽

Analysis And Synthesis ◽

Evidence Analysis

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National Board Certification in North Carolina

Handbook of Research on Professional Development for Quality Teaching and Learning - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0204-3.ch001 ◽

2016 ◽

pp. 1-16

Author(s):

Teresa Petty ◽

Amy J. Good ◽

Laura K. Handler

Keyword(s):

North Carolina ◽

Public Schools ◽

Thematic Analysis ◽

Financial Incentives ◽

National Board Certification ◽

Research Question ◽

National Board Certified ◽

Board Certification ◽

National Board Certified Teachers ◽

National Board

The purpose of this study is to report National Board Certified Teachers' (NBCTs) motivators for pursuing National Board Certification. The guiding research question for this study, “Why do teachers pursue National Board Certification?” was explored. A total of 496 NBCTs currently teaching in North Carolina public schools completed the survey questionnaire in which they responded to demographic questions, Likert item questions, and open-ended questions. Thematic analysis revealed several reoccurring themes that NBCTs revealed having influence on their pursuit of certification. These included impact on financial incentives, improved teaching, professionalism, challenge and encouragement from others.

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