ERIC Number: ED462385
Record Type: Non-Journal
Publication Date: 2001-Dec
Reference Count: N/A
"An Enormous Untapped Potential: A Study of the Feasibility of Using National Board for Professional Teaching Standards Certification To Improve Low-Performing Schools.
Linquanti, Robert; Peterson, Joan
This study explored the feasibility of using the National Board for Professional Teaching Standards (NBPTS) teacher assessment and certification process as part of a comprehensive strategy to improve professional culture and teaching quality in low-performing schools. Data from surveys of NBPTS California Support Network members were used to generate structured interview protocols for six key informant categories (NBPTS certified teachers, National Board candidates, administrators at low-performing schools, district professional development personnel, teacher union representatives, and NBPTS support providers). Interviews highlighted reasons for pursuing board certification, challenges, support, school reform efforts, leadership, the process teachers commit to when pursuing board certification, benefits of board certification, and usefulness of the NBPTS process). Challenges included instability in students lives, inability to demonstrate excellence, frequent teacher and administrator turnover, and difficulty engaging parents. Respondents voiced concern about the district-wide trend to use highly scripted curricula and instructional materials. However, they were generally optimistic. They identified the need for a systemic approach that recognized and engaged with the larger context in which low-performing school systems are nested. They noted the need for school and district administrators to understand and support the NBPTS tenets and certification process. The interview protocols are appended. (SM)
Descriptors: Educational Improvement, Educational Quality, Elementary Secondary Education, Faculty Development, Low Achievement, National Standards, Poverty, Teacher Certification, Teacher Effectiveness, Teacher Evaluation
For full text: http://www.wested.org.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A