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ERIC Number: ED516893
Record Type: Non-Journal
Publication Date: 2010
Pages: 181
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-3131-6
National Board Certification: The Power of One...the Potential of Twenty
Wiebke, Kathleen Margaret
ProQuest LLC, Ph.D. Dissertation, Arizona State University
Teacher quality has been the focus for much of the past decade as scholars and practitioners debate the differences between teacher quality and teacher effectiveness. What is a highly qualified teacher? Is it a person that possesses a degree in the subject area they teach or one with a set of skills and knowledge to engage learners to think and apply knowledge? Is a highly effective teacher someone who consistently has students who score well on standardized tests or is it someone who uses multiple measures of student learning and moves them forward on the learning continuum? What is agreed is the role professional development plays in improving the skills and knowledge of teachers. This study examines the impact of one type of professional development, National Board Certification, and its single-entry alternative "Take One", completed by a cohort. What is the impact of National Board Certification or "Take One" on the overall professional culture, a teacher's sense of self-efficacy, and overall perception of professional development? To answer these questions, it is important to understand who the individual characters are as well as their relationship to the larger picture. Equally important is to know how these stories intersect into the larger story of the cohort and the school community. To tell these stories, narrative composition was employed. However, analysis of narrative was used to better understand how the individual stories connected to the larger story. Findings in this study reveal that teachers feel a deeper connection to their own professional learning and believe it to be their responsibility, not the district, to move their practice forward. There has been a general shift in the school culture in that there is an increase in collaboration and a willingness to openly share one's practice with colleagues. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A