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ERIC Number: ED450100
Record Type: Non-Journal
Publication Date: 2001-Jan-25
Pages: 24
Abstractor: N/A
Reference Count: N/A
NBPTS-Parallel Certification and Its Impact on the Public Schools: A Qualitative Approach.
Williams, Bonnie; Bearer, Kathy
This study examined whether National Board for Professional Teaching Standards (NBPTS) certification would impact school districts' educational processes, identifying areas in which NBPTS certification impacted such factors as: classroom teaching practices; professional development; employment procedures and opportunities; teachers' career paths; NBPTS-certified teacher involvement in districts; learning strategies; course of study alignment; community and parental involvement; and student performance. Surveys of administrators in rural, suburban, and urban Ohio districts indicated that NBPTS certification impacted public school districts' educational processes. Respondents believed that NBPTS-certified teachers focused on best practice, renewed commitment to teaching, put research into practice, and emphasized teaching pedagogy. Only 1 of 13 districts considered NBPTS certification in teacher recruitment practices. Most NBPTS-certified teachers remained in traditional roles as classroom instructors, though administrators realized they had a stronger professional voice in other roles within the district. Most administrators saw positive impacts on student learning and felt teachers were integrating NBPTS standards into practice. Nearly all districts reported an active leadership role for these teachers. No districts indicated changes in the salary schedule for the next school year related to this certification. They viewed the certification as a credential to enhance employability. (Contains 24 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A