Author:
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 37

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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309121183
Category : Education
Languages : en
Pages : 339

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Book Description
The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish "high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools." In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students' achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS.

Author: Committee on Evaluation of Teacher Certification by the National Board for Professional Teaching Standards
Publisher: National Academies Press
ISBN: 9780309121187
Category : Education
Languages : en
Pages : 0

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Book Description
The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish “high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools.” In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students’ achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS.

Author: National Research Council
Publisher:
ISBN: 9780309385305
Category :
Languages : en
Pages : 338

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Book Description
The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish "high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools." In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students' achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS.

Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416615733
Category : Education
Languages : en
Pages : 210

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Book Description
In Teacher Evaluation That Makes a Difference, Robert J. Marzano and Michael D. Toth introduce a new model of teacher evaluation that takes into account multiple data-rich measures of teacher performance and student growth to ensure fair, meaningful, and reliable evaluations for all teachers.

Author: Bobbie Faulkner
Publisher: Rowman & Littlefield
ISBN: 1475858515
Category : Education
Languages : en
Pages : 91

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Book Description
This book explains, summarizes, and interprets the National Board for Professional Teaching Standards’ new Maintenance of Certificate (MOC) process. The MOC process replaces the former renewal process for National Board-Certified Teachers who want to maintain their certification beyond its original expiration date. MOC explores the teacher’s professional growth since the time of original certification or one’s last renewal. The book covers the scope of the process from beginning to end. Candidates will learn about the two Components they’ll complete, developing their Professional Growth Experiences (PGE), connecting their video to a PGE, writing in the National Board style, and how to most efficiently use their instructions. The book explains and interprets the prompts candidates respond to show they have remained an accomplished teacher.

Author: Lawrence Ingvarson
Publisher: Emerald Group Publishing
ISBN: 0762310553
Category : Education
Languages : en
Pages : 633

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Book Description
The National Board for Professional Teaching Standards (NBPTS) in the USA is the most ambitious and successful attempt by any country to establish a certification system for recognizing and rewarding teachers who reach high professional standards. This book focuses on The National Board for Professional Teaching Standards (NBPTS).

Author: Anthony J. Shinkfield
Publisher: Springer Science & Business Media
ISBN: 9400917961
Category : Education
Languages : en
Pages : 406

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Book Description
Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.

Author: Jill Constantine
Publisher:
ISBN:
Category :
Languages : en
Pages : 142

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Book Description
This study addresses two questions related to teacher preparation and certification: (1) What are the relative effects on student achievement of teachers who chose to be trained through different routes to certification and how do observed teacher practices vary by chosen route to certification?; and (2) What aspects of certification programs (such as the amount of coursework, the timing of coursework relative to being the lead teacher in the classroom, the core coursework content) are associated with teacher effectiveness? In 63 study schools, every grade that contained at least one eligible alternatively certified (AC) and one eligible traditionally certified (TC) teacher was included. Students in these study grades were randomly assigned to be in the class of an AC or a TC teacher. Students were tested at the beginning of the school year as a baseline measure and at the end of the year as an outcome. Classroom instruction was observed at one point during the year as an outcome. Reported findings include: (1) Both the AC and the TC programs with teachers in the study were diverse in the total instruction they required for their candidates; (2) While teachers trained in TC programs receive all their instruction (and participate in student teaching) prior to becoming regular full-time teachers, AC teachers do not necessarily begin teaching without having received any formal instruction; (3) There were no statistically significant differences between the AC and TC teachers in this study in their average scores on college entrance exams, the selectivity of the college that awarded their bachelor's degree, or their level of educational attainment; (4) There was no statistically significant difference in performance between students of AC teachers and those of TC teachers; (5) There is no evidence from this study that greater levels of teacher training coursework were associated with the effectiveness of AC teachers in the classroom; and (6) There is no evidence that the content of coursework is correlated with teacher effectiveness. Supplementary Technical Information on Data Collection, Response Rates, and Analyses is appended. (Contains 90 footnotes and 28 exhibits.).

Author: Patricia Broadfoot
Publisher: Routledge
ISBN:
Category : Education
Languages : en
Pages : 292

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Book Description