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ERIC Number: EJ940649
Record Type: Journal
Publication Date: 2011
Pages: 19
Abstractor: ERIC
Reference Count: 43
ISSN: ISSN-0737-5328
Teacher Learning through National Board Candidacy: A Conceptual Model
Hunzicker, Jana
Teacher Education Quarterly, v38 n3 p191-209 Sum 2011
Since 1987, nearly 82,000 teachers nationwide have become National Board certified (National Board for Professional Teaching Standards [NBPTS], 2009a). National Board certification is a voluntary process that recognizes teachers who demonstrate accomplished teaching practice as defined by the National Board for Professional Teaching Standards (NBPTS). Most teachers who have experienced National Board candidacy describe it as the best professional development they have ever experienced--even when they do not achieve the certification. However, as this article will explore, some studies find that teacher learning through National Board candidacy varies significantly from teacher to teacher. This conceptual article presents an original model of teacher learning, called learning leverage. Characterized by the interactive dynamics of rigor, reward, and risk, learning leverage creates uncomfortable yet positive pressure that usually results in substantial teacher learning. The model, which offers a graphic for understanding teacher learning through National Board candidacy useful to National Board candidates, NBPTS mentors, and others interested in teacher learning through the NBPTS certification process, helps explain why many teachers consider National Board candidacy a powerful learning experience and provides insight as to why some teachers learn much and others learn little through the experience. With general understanding of National Board certification established, the remaining pages of the article build readers' understanding of learning leverage by summarizing the study from which the model originated, reviewing five studies that influenced the author's thinking about teacher learning during National Board candidacy, describing the model itself, and illustrating what learning leverage might "look" like through the different certification experiences of three teachers. Throughout the article, the author articulates the sequencing, research, and thought processes that supported the model's conception to strengthen its credibility. (Contains 4 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A