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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Instructional Personnel
Professional Standards, Accountability, and LicensureJournal ArticlesEJ667193 SP530999Possibilities and Challenges: The National Board for Professional Teaching Standards. Author: Serafini, Frank Availability: For full text: http://olam.ed.asu.edu/epaa. Journal Citation: Journal of Teacher Education, v53 n4 p316-27 Sep-Oct 2002 Publication Date: 2002 ISSN: 0022-4871 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: Outlines possibilities and challenges for classroom teachers considering National Board for Professional Teaching Standards (NBPTS) certification and other concerned educators synthesized from the available research and educational publications, asserting that the tension between the normalizing effects of teaching standards and national certification and between individual teacher creativity and autonomy needs to be addressed as the work of the NBPTS progresses. (SM) Descriptors: *Academic Standards; *Alternative Teacher Certification; Elementary Secondary Education; Higher Education; *National Standards; *Teacher Competencies; Teaching Skills EJ666584 IR547557 National Board Certification in Library Media: Piecing the Puzzle. Author: Milam, Peggy Availability: Available electronically: http://imej.wfu.edu/articles/index.asp/. Journal Citation: Library Media Connection, v21 n5 p14-20 Feb 2003 Publication Date: 2003 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2003 Abstract: Explains certification in library media by the National Board for Professional Teaching Standards. Topics include candidate qualifications, including at least three years of experience; links between the media specialist, library media standards, accomplishments, and student achievement; assessments, including portfolio development; scheduling for due dates of various assessment requirements; and support. (LRW) Descriptors: Academic Achievement; *Certification; Elementary Secondary Education; Eligibility; Evaluation Methods; *Learning Resources Centers; *Media Specialists; Portfolios (Background Materials); *School Libraries; Standards EJ655690: No data available. EJ653159 CE539992 Why You Should Become a National Board Certified Teacher. Author: Kruse, Rae Ann; Dvorak, Carol Availability: http://www.nova.edu/~aed/horizons/volume16no3.pdf Journal Citation: Techniques: Connecting Education and Careers, v77 n6 p32-33 Sep 2002 Publication Date: 2002 ISSN: 1091-0131 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJFEB2003 Abstract: Two business technology teachers share their opinions and experiences regarding the process of becoming certified by the National Board for Professional Teaching Standards. They provide tips for success. (JOW) Descriptors: *National Teacher Certification; *Standards; *Teacher Effectiveness; Teaching (Occupation) EJ653078 TM524444 Examining the Psychometric Quality of the National Board for Professional Teaching Standards Early Childhood/Generalist Assessment System. Author: Myford, Carol M.; Engelhard, George, Jr. Availability: Rand Review, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642 (Toll Free); e-mail: order@rand.org. Journal Citation: Journal of Personnel Evaluation in Education, v15 n4 p253-85 Dec 2001 Publication Date: 2001 ISSN: 0920-525X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2003 Abstract: Studied the psychometric quality of the National Board for Professional Teaching Standards Early Childhood/Generalist assessment system through a FACETS analysis of tests from 596 candidates. In general, results indicate that the assessment system is functioning quite well, and overall, most candidate rating profiles show consistent performance across the 10 exercises. (SLD) Descriptors: *Early Childhood Education; *Evaluation Methods; *Preservice Teachers; *Psychometrics; Reliability; Teacher Certification; *Teacher Evaluation EJ644238 TM524086 Should Tougher Basic Skills Requirements Be Viewed as a Means of Strengthening the Teaching Force? Author: Memory, David M.; Antes, Richard L.; Corey, Noble R.; Chaney, David E. Availability: Electronically searchable ERIC RIE document resume data from 1966 forward is available free to the public at http://www.eric.ed.gov. The entire ERIC database in electronic form can be purchased from the ERIC Processing and Reference Facility, 4483-A Forbes Blvd., Lanham, MD 20706 USA. Tel: 800-799-3742 (Toll Free); Tel: 301-552-4200; Web site: http://www.ericfacility.org. Journal Citation: Journal of Personnel Evaluation in Education, v15 n3 p181-91 Sep 2001 Publication Date: 2001 ISSN: 0920-525X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2002 Abstract: Evaluated the criterion-related validity of one state's basic skills requirements for teacher licensure. All 186 participants met the basic requirements when enrolled as teacher education students, but the reading scores of 77 participants and the mathematics scores of 67 did not meet the state's current requirement. Findings provide no criterion-related support for the current requirements. (SLD) Descriptors: *Basic Skills; *State Standards; *Teacher Certification; Teacher Education; *Teachers; *Validity; EJ643535 IR545670 What Makes Them Do It? School Librarians Join the Select Band of Board-Certified Teachers. Author: Russell, Sandy; Sayers, Ann Availability: Editor, Thresholds in Education, EPF Department, Northern Illinois University, DeKalb, IL 60115; Tel: 815-753-9359 (annual subscription: $20.00). Journal Citation: Knowledge Quest, v30 n4 p42-44 Mar-Apr 2002 Publication Date: 2002 ISSN: 1094-9046 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2002 Abstract: School library media specialists from all grade levels have embarked on the path toward certification through the National Board for Professional Teaching Standards (NBPTS). Discusses some background to the NBPTS and who the current candidates are. A sidebar presents a brief explanation of each of 13 dimensions of teaching expertise. (AEF) Descriptors: *Certification; Elementary Secondary Education; *Librarians; *Media Specialists; Professional Development; *School Libraries; Teachers; Training Identifiers: *National Board for Professional Teaching Standards; *Teacher Librarians EJ642139 SP529875 The National Board for Professional Teaching Standards: Force or Farce for Masters of Education Programs? Author: Johnson, Sandy S. Availability: Carfax Publishing, Taylor & Francis Inc., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk. Journal Citation: Action in Teacher Education, v23 n2 p66-70 Sum 2001 Publication Date: 2001 ISSN: 0162-6620 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Discusses the foundation and growth of the National Board for Professional Teaching Standards, examining its benefits and requirements and how these standards may affect the continuum of teacher education programs, particularly with regard to aligning the programs to five propositions. Current studies advocating changes in master's programs are reviewed. A summary of revisions and considerations by several universities is provided. (SM) Descriptors: Elementary Secondary Education; Graduate Study; Higher Education; *Masters Degrees; *National Standards; *National Teacher Certification; Preservice Teacher Education Identifiers: *National Board for Professional Teaching Standards EJ641539 IR545054 "All Aboard!" For National Board Certification for Library Media Specialists. Author: Sorensen, Patty Availability: Journal availability: McFarland & Company, Inc., Box 611, Jefferson, NC 28640 ($38 subscription by volume only). Tel: 800-253-2187; Fax: 336-246-5018; Web site: http://www.mcfarlandpub.com. Journal Citation: MultiMedia Schools, v8 n6 p36-40 Nov-Dec 2001 Publication Date: 2001 ISSN: 1075-0479 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Discusses the National Board Certification for the Early Childhood through Young Adulthood/Library Media certificate, under development by the National Board for Professional Teaching Standards. Explains the library media standards overview, including knowledge, activities, and professional growth; portfolio requirements; required assessment center activities; incentives; and how to apply. (LRW) Descriptors: *Certification; Elementary Secondary Education; Incentives; *Learning Resources Centers; *Library Standards; *Media Specialists; Portfolios (Background Materials); Professional Development; *School Libraries Identifiers: Applicants; Knowledge; National Board for Professional Teaching Standards EJ640882 EA539261 A Measure of Quality. Author: Castor, Betty Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: American School Board Journal, v189 n2 p52-53 Feb 2002 Publication Date: 2002 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUL2002 Abstract: Certification from the National Board for Professional Teaching Standards is a symbol of professional teaching excellence that validates good teaching, creates excellent mentors and professional development opportunities, helps retain teachers, and has a positive impact on student learning. Today 47 states and nearly 400 school districts have approved incentives to encourage teachers to seek certification. (MLF) Descriptors: Elementary Secondary Education; Incentives; *National Teacher Certification; *Professional Development; *Teacher Qualifications Identifiers: *National Board for Professional Teaching Standards EJ642139 SP529875 The National Board for Professional Teaching Standards: Force or Farce for Masters of Education Programs? Author: Johnson, Sandy S. Availability: Carfax Publishing, Taylor & Francis Inc., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk. Journal Citation: Action in Teacher Education, v23 n2 p66-70 Sum 2001 Publication Date: 2001 ISSN: 0162-6620 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Discusses the foundation and growth of the National Board for Professional Teaching Standards, examining its benefits and requirements and how these standards may affect the continuum of teacher education programs, particularly with regard to aligning the programs to five propositions. Current studies advocating changes in master's programs are reviewed. A summary of revisions and considerations by several universities is provided. (SM) Descriptors: Elementary Secondary Education; Graduate Study; Higher Education; *Masters Degrees; *National Standards; *National Teacher Certification; Preservice Teacher Education Identifiers: *National Board for Professional Teaching Standards EJ641539 IR545054 "All Aboard!" For National Board Certification for Library Media Specialists. Author: Sorensen, Patty Availability: Journal availability: McFarland & Company, Inc., Box 611, Jefferson, NC 28640 ($38 subscription by volume only). Tel: 800-253-2187; Fax: 336-246-5018; Web site: http://www.mcfarlandpub.com. Journal Citation: MultiMedia Schools, v8 n6 p36-40 Nov-Dec 2001 Publication Date: 2001 ISSN: 1075-0479 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJJUL2002 Abstract: Discusses the National Board Certification for the Early Childhood through Young Adulthood/Library Media certificate, under development by the National Board for Professional Teaching Standards. Explains the library media standards overview, including knowledge, activities, and professional growth; portfolio requirements; required assessment center activities; incentives; and how to apply. (LRW) Descriptors: *Certification; Elementary Secondary Education; Incentives; *Learning Resources Centers; *Library Standards; *Media Specialists; Portfolios (Background Materials); Professional Development; *School Libraries Identifiers: Applicants; Knowledge; National Board for Professional Teaching Standards EJ640882 EA539261 A Measure of Quality. Author: Castor, Betty Availability: One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925 ($30 annually for libraries; $6 individual copies). Tel: 812-855-8550; Fax: 847-562-8634. Journal Citation: American School Board Journal, v189 n2 p52-53 Feb 2002 Publication Date: 2002 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUL2002 Abstract: Certification from the National Board for Professional Teaching Standards is a symbol of professional teaching excellence that validates good teaching, creates excellent mentors and professional development opportunities, helps retain teachers, and has a positive impact on student learning. Today 47 states and nearly 400 school districts have approved incentives to encourage teachers to seek certification. (MLF) Descriptors: Elementary Secondary Education; Incentives; *National Teacher Certification; *Professional Development; *Teacher Qualifications Identifiers: *National Board for Professional Teaching Standards EJ637910 RC515031 Don't Forget Who Your Friends Are! A Foreign Language Teacher's View of Teacher Certification Standards for ESL/Bilingual Education. Author: Sherlock, Wallace Availability: For full text: http://www.nwrel.org/nwedu/2001w/index.html. Journal Citation: Mid-Western Educational Researcher, v14 n4 p9-12 Fall 2001 Publication Date: 2001 ISSN: 1056-3997 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: The Wisconsin Department of Public Instruction proposes to eliminate "stand-alone" teacher certification in bilingual education (BE) or English as a second language (ESL), creating an ESL/BE license to be added to an elementary or secondary license. The proposal promotes ESL/BE licensure of subject area teachers but ignores foreign language teachers, who frequently provide much-needed BE support in understaffed schools. (SV) Descriptors: *Bilingual Education; *Bilingual Teachers; Educational Practices; Elementary Secondary Education; *English (Second Language); Native Language Instruction; Second Language Instruction; *State Standards; *Teacher Certification; Teacher Collaboration; Teacher Education Identifiers: *Wisconsin Descriptive Terms: Theme issue exploring political and pedagogical arguments in the field of bilingual education. EJ637144 EA539395 A Wider Role for the National Board. Author: Harman, Ann E. Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: Educational Leadership, v58 n8 p54-55 May 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2002 Abstract: Describes how National Board for Professional Teaching Standards can help recruit and retain qualified beginning teachers and to provide career advancement opportunities for experienced teachers. (PKP) Descriptors: Beginning Teachers; Elementary Secondary Education; *Labor Turnover; National Teacher Certification; *Teacher Recruitment Identifiers: Experienced Teachers; *National Board for Professional Teaching Standards EJ637143 EA539394 Strengthening Teaching through National Certification. Author: Bohen, Dolores Boylston Availability: http://www-writing.berkeley.edu/TESL-EJ Journal Citation: Educational Leadership, v58 n8 p50-53 May 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2002 Abstract: Reports findings of a case study of 13 teachers who participated in the certification process of the National Board for Professional Teaching Standards. Teachers achieved greater professional confidence, improved their analysis of instruction, sharpened their focus on student outcomes, and increased their commitment to professional growth. Describes nationwide support for National Board certification. (Contains 10 references.) (PKP) Descriptors: *Educational Change; Elementary Secondary Education; *National Teacher Certification; *Teacher Competencies Identifiers: *National Board for Professional Teaching Standards EJ636297 SP529583 NBPTS: The Highest Form of Certification. Author: Helms, Ronald G. Availability: Center for Critical Education, Inc., P.O. Box 382616, Cambridge, MA 02238-2616. Web site: http://www.wpunj.edu/radteach. Journal Citation: Kappa Delta Pi Record, v38 n1 p20-23 Fall 2001 Publication Date: 2001 ISSN: 0022-8958 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAPR2002 Abstract: The National Board for Professional Teaching Standards (NBPTS)Standards for teacher professional development include five propositions of accomplished learning (e.g., teacher commitment to students and learning, teachers knowing the subjects they teach and how to teach them, and teachers as members of learning communities). Early research shows that NBPTS teachers have high levels of qualities needed for expert teaching. (SM) Descriptors: Elementary Secondary Education; Faculty Development; *National Standards; *National Teacher Certification; Peer Evaluation; *Teacher Competencies; *Teaching Skills Identifiers: *National Board for Professional Teaching Standards EJ636087 SE565920 "Principles and Standards for School Mathematics" and Teacher Education: Preparing and Empowering Teachers. Author: Graham, Karen J.; Fennell, Francis (Skip) Availability: Center for Critical Education, Inc., P.O. Box 382616, Cambridge, MA 02238-2616. Web site: http://www.wpunj.edu/radteach. Journal Citation: School Science and Mathematics, v101 n6 p319-27 Oct 2001 Publication Date: 2001 ISSN: 0036-6803 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAPR2002 Abstract: Discusses the implications of the recommendations in "Principles and Standards for School Mathematics" for preservice teacher preparation, the continuing professional development of teachers, and mathematics teacher certification policy. (Author/MM) Descriptors: *Academic Standards; Elementary Secondary Education; Mathematics Education; *National Standards; *Preservice Teacher Education; *Teacher Certification; Teacher Empowerment Identifiers: *NCTM Principles and Standards for School Math EJ628704 SP529276 Defrocking the National Board. Author: Bond, Lloyd; Jaegar, Richard; Smith, Tracy; Hattie, John Availability: Hoover Institution, Stanford University, Stanford, CA 94305-6010; Tel: 650-723-3373; Fax: 650-723-8626. Journal Citation: Education Matters, v1 n2 p79-82 Sum 2001 Publication Date: 2001 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJDEC2001 Abstract: Critiques a study comparing National Board for Professional Teaching Standards-certified teachers with those who were unsuccessful in their efforts. Results found that National Board Certification made a difference. This paper suggests that after considerable cost and time, the fundamental question remains unanswered: is the National Board's certification process a valid, cost-effective way of identifying the nation's best teachers? (SM) Descriptors: *Academic Standards; Elementary Secondary Education; *National Standards; Research Methodology; *Teacher Certification; *Teacher Competencies; *Teacher Evaluation; Teaching Skills Identifiers: *National Board for Professional Teaching Standards EJ627359 TM523389 Teacher Test Accountability: From Alabama to Massachusetts. Author: Ludlow, Larry H. Availability: http://olam.ed.asu.edu/epaa. Journal Citation: Education Policy Analysis Archives, v9 n6 Feb 2001 Publication Date: 2001 ISSN: 1068-2341 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2001 Abstract: Highlights some of the psychometric results reported by National Evaluation Systems in their study of the Massachusetts Educator Certification Test and identifies characteristics of this test that are inconsistent with the "Standards for Educational and Psychological Testing." Comments also on an Alabama class action lawsuit dealing with teacher certification. Calls for the establishment of a standing test auditing organization with sanctioning power. (SLD) Descriptors: *Court Litigation; Licensing Examinations (Professions); *Psychometrics; Standards; *Teacher Certification; *Test Construction; Test Use Identifiers: *Alabama; *Massachusetts; Standards for Educational and Psychological Tests Descriptive Terms: Electronic journal; article has 27 pages. EJ627226 SO533586 Should Social Studies Teachers Become Nationally Certified? Author: Lockledge, Ann; Gallavan, Nancy P. Availability: Journal Citation: Social Studies and the Young Learner, v11 n4 p25-26 Mar-Apr 1999 Publication Date: 1999 ISSN: 1056-0300 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2001 Abstract: Discusses national teacher certification in question-answer format, addressing issues such as why teachers become nationally certified; preparing the material for certification; the requirements for certification; assistance with fees; the rewards for embarking on certification; and recognition for becoming certified. (CMK) Descriptors: Elementary Education; *Elementary School Teachers; Evaluation Methods; National Standards; *Professional Development; *Program Content; Reflective Teaching; *Social Studies; *Teacher Certification; *Teacher Evaluation Identifiers: *National Board for Professional Teaching Standards EJ627225 SO533585 National Certification for Elementary Social Studies Teachers: National Board for Professional Teaching Standards. Author: Helms, Ronald G. Availability: Journal Citation: Social Studies and the Young Learner, v11 n4 p22-24 Mar-Apr 1999 Publication Date: 1999 ISSN: 1056-0300 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2001 Abstract: Describes the National Board for Professional Teacher Standards (NBPTS), addressing the types of certification available to teachers and the NBPTS propositions. Discusses the procedures for NBPTS certification and the types of certification areas for elementary social studies teachers. (CMK) Descriptors: *Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; National Standards; *Professional Development; *Program Content; *Social Studies; Student Improvement; *Teacher Certification; *Teacher Evaluation Identifiers: *National Board for Professional Teaching Standards EJ625937 CE537825 The Alternative Route to Certification. Author: Wright, Sara Availability: Journal Citation: Techniques: Connecting Education and Careers, v76 n5 p24-27 May 2001 Publication Date: 2001 ISSN: 1091-0131 Language: English Document Type: Journal articles (080) Journal Announcement: CIJNOV2001 Abstract: Alternative certification programs are designed to allow individuals with significant subject-matter background to complete their teacher preparation education while teaching full time in a participating school district. Although these teachers tend to be highly committed, there are concerns about their effectiveness. (JOW) Descriptors: *Alternative Teacher Certification; Secondary Education; Teacher Education; *Teacher Interns; *Teacher Shortage; *Vocational Education Teachers Descriptive Terms: Theme issue: Tomorrow's Teachers. EJ625936 CE537824 Setting the Standards for Career and Technical Educators. Author: Wright, Sara Availability: Journal Citation: Techniques: Connecting Education and Careers, v76 n5 p22-23 May 2001 Publication Date: 2001 ISSN: 1091-0131 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2001 Abstract: Describes the work of the National Board of Professional Teaching Standards and suggests that standards will make a difference in how teachers are perceived. Lists the standards for what career and technical educators should know and do. (JOW) Descriptors: *National Standards; *Teacher Qualifications; Teaching (Occupation); *Vocational Education Teachers Identifiers: *National Board for Professional Teaching Standards Descriptive Terms: Theme issue: Tomorrow's Teachers. EJ625731 SP529191 Composing Standards and Composing Teachers: The Problem of National Board Certification. Author: Burroughs, Robert Availability: Journal Citation: Journal of Teacher Education, v52 n3 p223-32 May-Jun 2001 Publication Date: 2001 ISSN: 0022-4871 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJOCT2001 Abstract: Considers whether National Board for Professional Teaching Standards (NBPTS) certification is as much an evaluation of teachers writing about their teaching as it is of the teaching itself, exploring two NBPTS certificate candidates' experiences, analyzing problems inherent in NBPTS standards and writing difficulties in NBPTS portfolio entries, and concluding that rhetorical skill is a problematic, unarticulated standard of the Board. (SM) Descriptors: *Academic Standards; Elementary Secondary Education; Higher Education; *National Standards; Portfolio Assessment; Rhetoric; *Teacher Certification; *Writing (Composition) Identifiers: *National Board for Professional Teaching Standards; Rhetorical Competence EJ623890 SE564927 A Journey in Teaching: The National Board Certification Process. Author: Bottiger, Laurie Availability: Journal Citation: Science Scope, v24 n6 p64-66 Mar 2001 Publication Date: 2001 ISSN: 0887-2376 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2001 Abstract: Describes experiences in preparing for the National Board Certification process which allows a teacher an incomparable opportunity to evolve into a better educator and an accomplished teacher. (ASK) Descriptors: Elementary Secondary Education; *National Teacher Certification; *Professional Development; *Science Instruction; *Science Teachers; Teacher Improvement Descriptive Terms: Special issue: The Dynamic Teacher. EJ623529 IR543176 Standards and the School Library Media Specialist (Part II). Author: Barron, Daniel D. Availability: Journal Citation: School Library Media Activities Monthly, v17 n4 p49-51 Dec 2000 Publication Date: 2000 ISSN: 0889-9371 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Continues a discussion of standards related to school library media specialists and their professional lives. Highlights include National Council for Accreditation of Teacher Education; American Library Association; National Board for Professional Teaching Standards; International Society for Technology in Education; Council for Basic Education; standards based instruction; and standardized testing. (LRW) Descriptors: *Learning Resources Centers; *Library Standards; *Media Specialists; *School Libraries; Standardized Tests Identifiers: American Library Association; Council for Basic Education; International Society for Technology in Education; National Board for Professional Teaching Standards; National Council for Accreditation of Teacher Educ Descriptive Terms: For Part I, see IR 542 868. EJ623524 IR543171 School Library Media Specialists and the National Board for Professional Teaching Standards. Author: Coatney, Sharon Availability: Journal Citation: School Library Media Activities Monthly, v17 n4 p24-25 Dec 2000 Publication Date: 2000 ISSN: 0889-9371 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Discusses the variation in state requirements for school library media specialists that may or may not include teacher certification; describes the work of the National Board for Professional Teaching Standards, a voluntary certification program for experienced teachers; and explains current work on a standard for library media specialists. (LRW) Descriptors: *Learning Resources Centers; *Library Standards; *Media Specialists; National Standards; *School Libraries; State Standards; *Teacher Certification Identifiers: *National Board for Professional Teaching Standards EJ623046 EA538266 Can Professional Certification for Teachers Reshape Teaching as a Career? Author: Johnson, Susan Moore Availability: Journal Citation: Phi Delta Kappan, v82 n5 p393-99 Jan 2001 Publication Date: 2001 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJSEP2001 Abstract: For National Board certification to change teaching as a career, reformers must attend to accountability, monitoring, and quality-control concerns and demonstrate clearly how a staged career would attract and retain excellent teachers, revitalize pedagogy, strengthen instructional programs, and create more responsive schools. (Contains 44 references.) (MLH) Descriptors: *Career Ladders; Elementary Secondary Education; Incentives; *School Organization; Standards; *Teacher Certification; Teacher Shortage; *Teaching (Occupation) Identifiers: *National Board for Professional Teaching Standards; *Professionalization of Teaching EJ622993 EA538121 Appreciating Good Teaching: A Conversation with Lee Shulman. Author: Tell, Carol Availability: Journal Citation: Educational Leadership, v58 n5 p6-11 Feb 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJSEP2001 Abstract: Lee Shulman's vision of good teaching includes nurturing students' moral and spiritual development, civic engagement, and socialization. High-stakes tests do not embody standards. When evaluating and rewarding teachers, mentoring and monitoring functions should be separated. National Board for Professional Teaching Standards improvement incentives are vital. (MLH) Descriptors: *Academic Standards; Citizenship Education; Elementary Secondary Education; *Evaluation Criteria; High Stakes Tests; *Incentives; Mentors; Moral Development; School Business Relationship; Scores; Socialization; *Teacher Effectiveness; *Teacher Evaluation Identifiers: National Board for Professional Teaching Standards; *Performance Based Pay; *Shulman (Lee S) EJ622791 CS760476 How To Create a Support Network for National Board Certification Candidates. Author: Pershey, Monica Gordon Availability: Journal Citation: Clearing House, v74 n4 p201-06 Mar-Apr 2001 Publication Date: 2001 ISSN: 0009-8655 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJSEP2001 Abstract: Describes the rigors of the certification process through the National Board for Professional Teaching Standards. Describes how a collaborative team of teacher education faculty and national-board certified teachers led a year-long program of support for candidates for national-board certification, mentoring nearly 100 teachers in a three-year period. Discusses focus, funding, familiarity, functionality, feedback, fear of failure, food, and fun. (SR) Descriptors: Elementary Secondary Education; National Competency Tests; *National Standards; *National Teacher Certification; Program Descriptions; *Teacher Workshops Identifiers: *National Board for Professional Teaching Standards EJ622419 UD522770 States' Requirements for Teachers' Preparation for Diversity. Author: Miller, Maurice; Strosnider, Roberta; Dooley, Elizabeth Availability: Journal Citation: Multicultural Education, v8 n2 p15-18 Win 2000 Publication Date: 2000 ISSN: 1068-3844 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAUG2001 Abstract: Investigated the state teacher licensure requirements regarding diversity among the 50 states and District of Columbia. Overall, 67 percent of respondents required some level of diversity preparation in their teacher preparation programs, though specific requirements varied greatly from state to state. Half of the respondents required evidence of diversity training for teacher preparation programs to be approved by that state. (SM) Descriptors: *Diversity (Student); Elementary Secondary Education; Higher Education; *Multicultural Education; *Preservice Teacher Education; *State Regulation; State Standards; *Teacher Certification; Teacher Competencies EJ622329 SP529031 Educating Teachers for California's Future. Author: Darling-Hammond, Linda; LaFors, Jeannette; Snyder, Jon Availability: Journal Citation: Teacher Education Quarterly, v28 n1 p9-55 Win 2001 Publication Date: 2001 ISSN: 0737-5328 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2001 Abstract: Analyzes current teacher education practices in relation to the need for more highly prepared, credentialed teachers for California's schools, discussing: the importance of teaching and teacher education; what matters and works in teacher education; high quality teacher education programs in California; teacher supply and demand; issues facing California's teacher education; and strategies for sustaining high quality teacher education in California. (SM) Descriptors: *Alternative Teacher Certification; *Educational Quality; Elementary Secondary Education; Higher Education; *Preservice Teacher Education; *Teacher Competencies; Teacher Qualifications; Teacher Recruitment; Teacher Supply and Demand Identifiers: *California EJ621488 FL531194 The Use of Audio or Video Comprehension as an Assessment Instrument in the Certification of English Language Teachers: A Case Study. Author: Coniam, D. Availability: Journal Citation: System, v29 n1 p1-14 Mar 2001 Publication Date: 2001 ISSN: 0346-251X Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Research (143) Journal Announcement: CIJAUG2001 Abstract: Describes an investigation into the type of listening test that might serve as an assessment instrument of English language teachers as part of a teacher certification test--the Hong Kong English Language Benchmark Test. Highlights a case study where groups of preservice and inservice English language teachers were administered audio and video versions of the same test. (Author/VWL) Descriptors: Audiotape Recordings; Benchmarking; Case Studies; *English (Second Language); Inservice Teacher Education; *Language Teachers; *Language Tests; *Listening Comprehension; Preservice Teacher Education; Second Language Instruction; Second Language Learning; Teacher Attitudes; *Teacher Certification; Videotape Recordings Identifiers: *Hong Kong EJ621257 EA537032 The Ability to Persuade People To Change: An Interview with Mary Hatwood Futrell. Author: Goldberg, Mark F. Availability: Journal Citation: Phi Delta Kappan, v82 n6 p465-67 Feb 2001 Publication Date: 2001 ISSN: 0031-7217 Language: English Document Type: Historical material (060); Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJAUG2001 Abstract: Formerly National Education Association president, Mary Futrell got NEA to support the National Board for Professional Teaching Standards and helped shift NEA's focus to professional development and human-rights issues. She believes teachers must help state and district entities set academic and professional-development standards. (MLH) Descriptors: *Academic Standards; *Activism; Biographies; Blacks; *Civil Liberties; Elementary Secondary Education; Minority Groups; *Professional Associations; School Segregation; Teacher Education; Teacher Evaluation; *Teacher Qualifications; Unions Identifiers: *National Education Association EJ619634 EA537903 Creating a High-Quality Teaching Force. Author: Wise, Arthur E. Availability: Journal Citation: Educational Leadership, v58 n4 p18-21 Dec 2000-Jan 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL2001 Abstract: For the past decade, the teaching profession has been building a system of quality assurance incorporating seven elements: advanced certification, licensing standards, curriculum standards, alignment, accreditation, professional-development schools, and state standards boards. NCATE-accredited institutions produce more qualified teachers than nonaccredited ones. (MLH) Descriptors: *Curriculum; Elementary Secondary Education; *Professional Development Schools; Quality Control; *Standards; *Teacher Certification; *Teacher Competencies; *Teacher Qualifications; Teaching (Occupation) Identifiers: National Board for Professional Teaching Standards; *National Council for Accreditation of Teacher Educ EJ618272 HE541704 Teacher Competency Whitewash: How One High-Stakes Test Eliminates Diversity from the Teaching Force. Author: Flippo, Rona F.; Canniff, Julie G. Availability: Journal Citation: Connection: New England's Journal of Higher Education and Economic Development, v15 n2 p28-31 Fall 2000 Publication Date: 2000 ISSN: 0895-6405 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUN2001 Abstract: Based on ethnic group differences in Massachusetts Educator Certification Test (MECT) scores, argues that performance-based assessments should be as important as a paper-and-pencil test of cognitive and content skills. Asserts that rather than screening out minorities from the teaching force, the state should be looking for ways to ensure that more prospective minority and language-diverse teachers are included. (EV) Descriptors: Diversity (Faculty); *Minority Groups; Performance Based Assessment; Politics of Education; *Teacher Certification; *Teacher Competency Testing; *Test Bias Identifiers: *Massachusetts EJ617197 SP528821 My Journey through National Board Certification. Author: Wiebke, Kathleen Availability: Journal Citation: Instructor, v110 n4 p26-27 Nov-Dec 2000 Publication Date: 2000 ISSN: 1049-5851 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2001 Abstract: Describes one educator's experiences as the first teacher in the state of Arizona to apply for the new, voluntary National Board certification, noting how her colleagues helped in the process, discussing how it felt to wait for the results, and explaining that it was worth the long process of certification because it helped her achieve the highest standards possible. (SM) Descriptors: Academic Standards; Elementary Secondary Education; *National Teacher Certification; Teacher Improvement; Teacher Qualifications; Teaching Skills Identifiers: *National Board for Professional Teaching Standards EJ617128 SO533074 Social Studies Assessment: The Role of the National Board for Professional Teaching Standards. Author: Helms, Ronald G. Availability: Journal Citation: Social Education, v63 n6 p378-81 Oct 1999 Publication Date: 1999 ISSN: 0037-7724 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAY2001 Abstract: Addresses the National Board for Professional Teaching Standards (NBPTS), which provides assessment and certification for accomplished pre-K-12 teachers. Discusses such issues as why teachers should seek NBPTS certification, what certification areas are available in social studies, the assessment process, and where to locate more information. (CMK) Descriptors: Elementary Secondary Education; *National Standards; Peer Evaluation; Portfolios (Background Materials); Preschool Education; Resource Materials; *Social Studies; *Teacher Certification; *Teacher Evaluation; *Testing; World Wide Web Descriptive Terms: Theme issue: Authentic Assessment in Social Studies. EJ616314 EA537738 A Standard of Support. Author: Wheat, Dave; Cramer, James E.; Cramer, Mary Kay Availability: Journal Citation: Principal Leadership, v1 n3 p33-35 Nov 2000 Publication Date: 2000 ISSN: 1529-8957 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJMAY2001 Abstract: Principals can support teachers' pursuit of National Board of Professional Teaching Standards certification by learning about the NBPTS's certification process, putting candidates in contact with NBPTS support programs, facilitating access to technology, providing building access on weekends, volunteering to photocopy or obtain needed materials, and monitoring progress. (MLH) Descriptors: Access to Information; *Helping Relationship; *Instructional Improvement; *Principals; *Professional Development; Secondary Education; *Teacher Certification Identifiers: *Facilitative Leadership EJ615883 TM523127 Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement. Author: Goldhaber, Dan D.; Brewer, Dominic J. Availability: Journal Citation: Educational Evaluation and Policy Analysis, v22 n2 p129-45 Sum 2000 Publication Date: 2000 ISSN: 0162-3737 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2001 Abstract: Used data for 3,786 students in mathematics and 2,524 in science to explore the relationship between student performance and the type of certification teachers held. Found evidence in mathematics that teachers with subject-specific training outperform those without subject matter preparation but found no poorer performance for students whose teachers had emergency certification. Discusses implications for teacher certification policies. (SLD) Descriptors: *Academic Achievement; *Alternative Teacher Certification; *High School Seniors; High Schools; *Knowledge Base for Teaching; Mathematics; Sciences Descriptive Terms: Research partially funded by the Thomas B. Fordham Foundation. EJ615612 SE564297 Emerging Certifications and Teacher Preparation. Author: Andersen, Hans O. Availability: Journal Citation: School Science and Mathematics, v100 n6 p298-303 Oct 2000 Publication Date: 2000 ISSN: 0036-6803 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJAPR2001 Abstract: Describes teacher certification processes at Indiana University and the new standards and induction to teaching. Concentrates on preservice teachers and their performance-based teacher certification which includes preparing a cohesive sequence of instruction and lesson plans. Discusses the role of the mentor. (ASK) Descriptors: Elementary Secondary Education; Mentors; Preservice Teacher Education; *Science Education; *Teacher Certification; *Teacher Evaluation EJ613875 SP528654 Defining Literacy: Lessons from High-Stakes Teacher Testing. Author: Luna, Catherine; Solsken, Judith; Kutz, Eleanor Availability: Journal Citation: Journal of Teacher Education, v51 n4 p276-88 Sep-Oct 2000 Publication Date: 2000 ISSN: 0022-4871 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAR2001 Abstract: Offers an inquiry-oriented approach based on the New Literacy Studies to help prospective teachers prepare for high-stakes standardized tests like the Communication and Literacy Skills (CLS) portion of the Massachusetts Educator Certification Tests. The paper describes a specific activity, inviting preservice teachers to explore the social nature of literacies, investigate CLS characteristics, and reflect on high-stakes assessment. (SM) Descriptors: Elementary Secondary Education; *Evaluation Methods; *High Stakes Tests; Higher Education; *Literacy Education; Preservice Teacher Education; Standardized Tests; State Standards; *Student Teacher Evaluation; Student Teachers; *Teacher Certification EJ613874 SP528653 Can You Take Dictation? Prescribing Teacher Quality through Testing. Author: Melnick, Susan L.; Pullin, Diana Availability: Journal Citation: Journal of Teacher Education, v51 n4 p262-75 Sep-Oct 2000 Publication Date: 2000 ISSN: 0022-4871 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAR2001 Abstract: Examines recent implementation of the controversial Massachusetts Educator Certification Tests and the educational, legal, and public policy issues in the implementation of a teacher testing program. The paper focuses on: the contexts for teacher testing; the tests themselves; the quality of the tests; and legal issues in teacher testing and teacher education program accountability. (SM) Descriptors: Accountability; Educational Policy; Elementary Secondary Education; *Evaluation Methods; Higher Education; Preservice Teacher Education; State Standards; *Student Evaluation; *Teacher Certification; *Teacher Competencies; *Teacher Evaluation; Test Reliability; Test Validity Identifiers: Massachusetts EJ613869 SP528648 Generalizations in Teacher Education: Seductive and Misleading. Author: Gitomer, Drew H.; Latham, Andrew S. Availability: Journal Citation: Journal of Teacher Education, v51 n3 p215-20 May-Jun 2000 Publication Date: 2000 ISSN: 0022-4871 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJMAR2001 Abstract: Generalizations about problems and solutions facing teacher education are often oversimplified and misleading. Examinations of teacher supply and demand and teacher ability should consider local demand and content-area need. Teachers with content-area certification have stronger academic profiles than those with general certification. Raising certification standards must involve attention to recruitment and retention of highly qualified, demographically diverse candidates. (SM) Descriptors: Elementary Secondary Education; Higher Education; Preservice Teacher Education; Standards; *Teacher Certification; *Teacher Competencies; Teacher Qualifications; Teacher Supply and Demand; *Teaching Skills EJ613287 IR541999 Certifying Teachers as Distance Learning Specialists. Author: Bond, Sally L.; Finney, Pamela B. Availability: Journal Citation: T.H.E. Journal, v27 n9 p22-24,26,28,30 Apr 2000 Publication Date: 2000 ISSN: 0192-592X Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJMAR2001 Abstract: Discusses how teachers can become certified as distance learning specialists and how to improve skills needed to teach with telecommunications technologies. Highlights include programs in North Carolina; Utah State University's Distance Learning Endorsement Program; the University of Wisconsin's Distance Education Certificate Program; and the Teletraining Institute, Inc. Certification Program. (LRW) Descriptors: *Distance Education; *Educational Technology; Improvement Programs; Skill Development; *Teacher Certification; *Teacher Improvement; Telecommunications Identifiers: North Carolina; Teletraining; University of Wisconsin; Utah State University EJ612961 EC625672 Continuing Professional Development for Special Educators: Reforms and Implications for University Programs. Author: Dudzinski, Maryann; Roszmann-Millican, Michele; Shank, Kathlene Availability: Journal Citation: Teacher Education and Special Education, v23 n2 p109-24 Spr 2000 Publication Date: 2000 ISSN: 0888-4064 Language: English Document Type: Guides--General (050); Journal articles (080) Journal Announcement: CIJMAR2001 Abstract: This article focuses on proposed reforms for the continuing professional development stage of the teacher preparation continuum. It includes information on performance standards practicing special educators will need to address, proposed changes in licensure and certification, and proposed reforms in continuing professional development requirements for career advancement of advanced certification. (Contains references.) (Author/CR) Descriptors: *Academic Standards; Accountability; *Disabilities; *Educational Change; Educational Innovation; Elementary Secondary Education; Higher Education; *Inservice Teacher Education; Outcomes of Education; Professional Development; *Special Education Teachers; *Teacher Certification EJ612958 EC625669 From Teacher Preparation to Continuing Professional Development. Author: O'Shea, Dorothy J.; Hammitte, Diana; Mainzer, Richard; Crutchfield, Margaret D. Availability: Journal Citation: Teacher Education and Special Education, v23 n2 p71-77 Spr 2000 Publication Date: 2000 ISSN: 0888-4064 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJMAR2001 Abstract: This introductory article describes key factors in teacher preparation and continuing professional development and efforts promulgated by the Council for Exceptional Children on special educator standards and assessments. The need to align standards for state licensing, program accreditation, and national certification is emphasized. The following articles are summarized. (Contains references.) (Author/CR) Descriptors: *Academic Standards; *Disabilities; Elementary Secondary Education; Higher Education; *Preservice Teacher Education; *Professional Development; *Special Education Teachers; *Teacher Certification; Teacher Education Identifiers: *Council for Exceptional Children EJ612898 EA537527 Initial Teacher Certification Testing in Massachusetts: A Case of the Tail Wagging the Dog. Author: Flippo, Rona F.; Riccards, Michael P. Availability: Journal Citation: Phi Delta Kappan, v82 n1 p34-37 Sep 2000 Publication Date: 2000 ISSN: 0031-7217 Language: English Document Type: Journal articles (080); Reports--Descriptive (141); Reports--Research (143) Journal Announcement: CIJMAR2001 Abstract: An evaluation of the Massachusetts Educator Certification Test has revealed unforeseen, counterproductive consequences. Teacher preparation colleges are adjusting curricular emphases to teach to a test of dubious validity and are inadvertently excluding substantial portions of enrollees to boost test scores. Minorities are failing at higher rates. (Contains 31 references.) (MLH) Descriptors: *Educational Policy; Elementary Secondary Education; Schools of Education; *State Action; *Teacher Certification; *Teacher Competency Testing; Teacher Education; *Testing Problems Identifiers: *Massachusetts; *Teaching to the Test EJ611211 EA537429 Earning Board Certification: Making Time To Grow. Author: Jenkins, Karla Availability: Journal Citation: Educational Leadership, v57 n8 p46-48 May 2000 Publication Date: 2000 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJFEB2001 Abstract: The National Board for Professional Teaching Standards defines clearly the knowledge, skills, dispositions, and commitment of teaching and asks teachers to prove they meet these standards through portfolio and assessment-center components. A third-grade teacher explains how she earned certification as a Middle Childhood Generalist. (MLH) Descriptors: *Assessment Centers (Personnel); Elementary Secondary Education; *Professional Associations; *Scores; *Standards; *Teacher Certification Identifiers: *National Board for Professional Teaching Standards EJ607994 EC624884 Standards, Benchmarks, and Indicators: Designing a Framework for Professional Development of Preservice and Practicing Teachers. Author: Otis-Wilborn, Amy; Winn, Judith; Ford, Alison; Keyes, Maureen Availability: Journal Citation: TEACHING Exceptional Children, v32 n5 p20-28 May-Jun 2000 Publication Date: 2000 ISSN: 0040-0599 Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJDEC2000 Abstract: This article provides an overview of standards that have been developed for special educators, shares the University of Wisconsin-Milwaukee program standards, discusses the ways in which they are used in teacher preparation, and suggests ways in which practicing teachers could use these or similar standards for ongoing professional development. (Contains references.) (Author/CR) Descriptors: *Academic Standards; *Disabilities; Elementary Secondary Education; Higher Education; *Inservice Teacher Education; Knowledge Base for Teaching; Postsecondary Education; *Preservice Teacher Education; Professional Development; *Special Education Teachers; *Teacher Certification; Teacher Competencies; Teacher Education Programs Identifiers: University of Wisconsin Milwaukee EJ607992 EC624882 An "Exceptional" NBPTS Certificate for Special Educators. Author: Helms, Ronald G. Availability: Journal Citation: TEACHING Exceptional Children, v32 n5 p4-10 May-Jun 2000 Publication Date: 2000 ISSN: 0040-0599 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJDEC2000 Abstract: This article describes the new National Board for Professional Teaching Standards (NBPTS) certificate for teachers of students with disabilities. The certification process, the required Exceptional Needs portfolio, the assessment center, and the application fee are discussed, along with answers to frequently asked questions about the NBPTS. (Contains references.) (CR) Descriptors: *Academic Standards; *Disabilities; Early Childhood Education; Elementary Secondary Education; Knowledge Base for Teaching; Minimum Competencies; *Special Education Teachers; *Teacher Certification; *Teacher Competencies Identifiers: *National Board for Professional Teaching Standards EJ607474 TM522716 Legal and Psychometric Criteria for Evaluating Teacher Certification Tests. Author: Sireci, Stephen G.; Green, Preston C., III Availability: Journal Citation: Educational Measurement: Issues and Practice, v19 n1 p22-31,34 Spr 2000 Publication Date: 2000 ISSN: 0731-1745 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2000 Abstract: Summarizes conceptualizations of sound teacher certification practices espoused by the courts and psychometricians, compares these conceptualizations, and provides suggestions for teacher certification testing programs that are legally and psychometrically defensible. (SLD) Descriptors: *Court Litigation; Elementary Secondary Education; *Licensing Examinations (Professions); *Psychometrics; *Teacher Certification EJ607374 SP528380 Communities of Practice and Discourse Communities: Negotiating Boundaries in NBPTS Certification. Author: Burroughs, Robert; Schwartz, Tammy A.; Hendricks-Lee, Martha Availability: Journal Citation: Teachers College Record, v102 n2 p344-74 Apr 2000 Publication Date: 2000 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2000 Abstract: Used interviews and qualitative methods to examine the rhetorical difficulties that four teachers experienced in applying for National Board for Professional Teaching Standards (NBPTS) certification. Results found that the teachers had difficulty representing their knowledge about practice in writing. The most successful candidates were able to assume the NBPTS discourse values, which may be at odds with teachers' working knowledge. (SM) Descriptors: Elementary Secondary Education; National Competency Tests; *National Standards; Portfolio Assessment; *Teacher Certification; Teacher Competencies; Teaching Skills; Writing Skills Identifiers: Learning Communities; National Board for Professional Teaching Standards EJ606648 FL530433 A National Survey of State Certification and Training Program Requirements for Teachers of ESL. Author: Hess, Robyn S.; Katsiyannis, Antonis Availability: Journal Citation: Journal of Intensive English Studies, v13 p63-78 Spr-Fall 1999 Publication Date: 1999 ISSN: 0899-885X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2000 Abstract: Investigated state certification and training program requirements for English-as-a-Second-Language teachers to examine the link between these requirements and specific competencies established by the Teachers of English to Speakers of Other Languages organization. A survey was mailed to contact persons from state departments of education who were listed in the 1992 "TESOL Directory." (Author/VWL) Descriptors: *English (Second Language); *Intensive Language Courses; *Language Teachers; Second Language Instruction; Second Language Learning; *State Standards; Surveys; *Teacher Certification Identifiers: Teachers of English to Speakers of Other Languages EJ605840 SP528312 Reforming Teacher Preparation and Licensing: Debating the Evidence. Author: Darling-Hammond, Linda Availability: Journal Citation: Teachers College Record, v102 n1 p28-56 Feb 2000 Publication Date: February 2000 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJOCT2000 Abstract: Responds to an article that claims the National Commission on Teaching and America's future has misinterpreted research data and findings regarding reform of teacher preparation and licensing. The article responds to each charge, examines how the critique misinterprets research findings, and argues for professional teaching standards as a key factor in achieving greater equality and excellence in schools. (SM) Descriptors: Academic Achievement; Educational Change; Educational Research; Elementary Secondary Education; Higher Education; *Preservice Teacher Education; Standards; *Teacher Certification; Teacher Qualifications Identifiers: National Commission on Teach and Americas Future EJ605839 SP528311 Reforming Teacher Preparation and Licensing: What is the Evidence? Author: Ballou, Dale; Podgursky, Michael Availability: Journal Citation: Teachers College Record, v102 n1 p5-27 Feb 2000 Publication Date: February 2000 ISSN: 0161-4681 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJOCT2000 Abstract: Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper challenges the Commission's conclusions and argues that the research literature offers far less support for the Commission's recommendations than is claimed. (SM) Descriptors: Academic Achievement; Educational Change; Educational Research; Elementary Secondary Education; Higher Education; *Preservice Teacher Education; *Teacher Certification; Teacher Qualifications Identifiers: National Commission on Teach and Americas Future DocumentsED472664 SP041321Raising the Standard: A 15-Year Retrospective, 1987-2002. Institutional Author: National Board for Professional Teaching Standards, Detroit, MI.(BBB29117) Availability: National Board for Professional Teaching Standards, 1525 Wilson Boulevard, Suite 500, Arlington, VA 22209. Tel: 800-22TEACH (Toll Free); Web site: http://www.nbpts.org. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)@; National Science Foundation, Washington, DC. (FGK57295) Publication Date: 2002 ISBN: BN- 999-8056-87-X; Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIESEP2003 Abstract: This report describes the past 15 years of work by the National Board for Professional Teaching Standards (NBPTS) to raise the standards for teacher quality. The NBPTS identified five core propositions that describe the knowledge, skills, and dispositions characterizing accomplished teaching. It created professional standards for K-12 teachers, establishing an assessment system and voluntary certification process in every area of teaching. There has been a dramatic increase in recent years in the number of states and districts offering incentives for NBPTS-certified teachers. NBPTS certification is now recognized as a symbol of professional teaching excellence. Some of the other accomplishments of the NBPTS have included commissioning new research about effectiveness and revising and updating standards and assessments. This report includes essays by an NBPTS board member, NBPTS certified teachers, a teacher educator, NBPTS teachers who became teachers of the year, and a businessman who builds partnerships between business and education leaders. (SM) Descriptors: Academic Standards; *Alternative Teacher Certification; Educational Quality; Elementary Secondary Education; *National Standards; Quality Control; *Teacher Competencies; Teacher Knowledge; Teacher Leadership; Teaching Skills Geographic Source: U.S.; Virginia ED472132 SP041307 The Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee: A Brief Report. Author: Stone, J. E. Availability: For full text: http://www.nctaf.org/publications/CTInductionStudy.pdf. Publication Date: 2002 Language: English Document Type: Reports--Research (143) Journal Announcement: RIEAUG2003 Abstract: This study investigated whether National Board for Professional Teaching Standards (NBPTS)-certified teachers in Tennessee were exceptionally effective in bringing about objectively measured student achievement gains. Tennessee has over 40 NBPTS-certified teachers, 16 of whom teach in grades 3-8 and have value-added teacher reports in the state database. Tennessee's teacher reports summarize the annual achievement gains exhibited by each teachers' students. This study used teacher-effect scores from year 2000 teacher reports of the NBPTS-certified teachers included in the database. Data analysis indicated that the 16 teachers could not be considered exceptionally effective in terms of their ability to bring about student achievement. All of the teachers fell short of the standard either in one of the required subjects (mathematics, reading, and language) or failed to meet it for three consecutive years (where three years of data were available). One teacher came close to qualifying, with exceptional teaching in two out of three subjects for two out of three years. An appendix presents teacher-effect scores for Tennessee NBPTS-certified teachers. (SM) Descriptors: *Academic Achievement; Elementary Secondary Education; *Teacher Certification; *Teacher Effectiveness; *Teacher Improvement Geographic Source: U.S.; Tennessee ED470677 SP041176 California Teachers' Perceptions of National Board Certification: Individual Benefits Substantial, System Benefits Yet To Be Realized. Institutional Author: Center for the Future of Teaching and Learning, Santa Cruz, CA.(BBB34754) Availability: Center for the Future of Teaching and Learning; 133 Mission Street, Suite 220, Santa Cruz, CA 95060. Tel: 831-427-3628; Web site: http://222.cftl.org. Sponsoring Agency: Walter and Elise Haas Fund, San Francisco, CA. (BBB36196)@; William and Flora Hewlett Foundation, Palo Alto, CA. (BBB17181)@; National Board for Professional Teaching Standards, Detroit, MI. (BBB29117) Publication Date: 2002 Language: English Document Type: Numerical/Quantitative Data (110); Reports--Research (143) Journal Announcement: RIEJUL2003 Abstract: This study investigated California teachers' attitudes about National Board certification. Data came from focus groups with and a 2001 survey of National Board certified teachers. Overall, teachers believed that the certification process made them better teachers and that it boosted their self-confidence. Most considered it excellent or good professional development. Elementary teachers and women saw more utility to the certification process than did high school teachers or men. Teachers felt that they benefitted from the certification more than their schools or districts did. Female teachers were more likely to be motivated by the personal challenge of becoming certified and by having increased capacity to help their students reach academic content standards than were male teachers. Teachers in poor, urban, and low-performing schools were considerably more likely to be motivated by increased compensation than were teachers in predominantly white, higher-performing, suburban schools. Teachers' perceived outcomes from the certification included personal challenge and strengthening their teaching. A majority of teachers were already serving in leadership roles before they obtained National Board certification and saw the certification as enhancing their leadership abilities. All respondents were aware of the financial incentives they could receive if they taught in low-performing schools. (SM) Descriptors: *Alternative Teacher Certification; Elementary Secondary Education; *National Standards; Teacher Attitudes; Teacher Motivation Descriptive Terms: Research was conducted and reported by Nancy Belden of Belden Russonello & Stewart. Also supported by the Stuart Foundation and Washington Mutual. Geographic Source: U.S.; California ED470534 SE066985 Model Standards in Science for Beginning Teacher Licensing and Development: A Resource for State Dialogue. Institutional Author: Council of Chief State School Officers, Washington, DC.(FGK19768) Availability: Council of Chief State School Officers, One Massachusetts Avenue NW, Suite 700, Washington, DC 20001-1431. Tel: 202-408-5505; Fax: 202-408-8072; Web site: http://publications.ccsso.org/ccsso/publicationdetail.cfm?pid=365. Publication Date: April 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUL2003 Abstract: This document explains the 10 principals of science standards identified as the dimensions for masterful teaching by the National Board for Professional Teaching Standards (NBPTS) which aim to provide a better understanding of educational policy and practice to teachers. Contents include: (1) "Principle 1: Content Knowledge"; (2) "Principle 2: Student Learning and Development"; (3) "Principle 3: Student Diversity"; (4) "Principle 4: Instructional Variety"; (5) "Principle 5: Learning Environment"; (6) "Principle 6: Communication"; (7) "Principle 7: Curriculum Decisions"; (8) "Principle 8: Assessment"; (9) "Principle 9: Reflective Practitioners"; (10) "Principle 10: Community Membership"; and (11) "Stories of Science Teaching." (Contains 30 references.) (YDS) Descriptive Terms: Developed by Interstate New Teacher Assessment and Support Consortium, Science Standards Drafting Committee. Geographic Source: U.S.; District of Columbia ED470420 EA032060 Administrative Support for Teachers Seeking National Board Certification: What, Why and How? Author: Lieberman, Joyce M. Availability: North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563. Tel: 630-649-6500; Tel: 800-356-2735 (Toll Free); Fax: 630-649-6700; e-mail: info@ncrel.org; Web site: http://www.ncrel.org/policy/pubs/html/leadersh/index.html. Publication Date: February 2002 Language: English Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIEJUL2003 Abstract: Although the National Board for Professional Teaching Standards (NBPTS) has been certifying teachers since 1993, a mere 16,035 U.S. teachers out of approximately 3,000,000 have achieved National Board certification as of November 2001. The NBPTS is at the cutting edge of standards-based teacher assessment and is a process administrators should know more about if they are to truly be instructional leaders. To address this issue, this paper provides an overview of the NBPTS and the certification process, discusses support for NBPTS, and offers recommendations on how administrators can support the efforts of their faculty as they engage in the national board certification process. Certification is currently available in 24 areas, based on 5 core propositions, including commitment to teaching students, learning, and reflecting upon one's teaching practice. Recommendations for administrator support include becoming knowledgeable about the certification process; reaching out to National Board Certified Teachers (NBCTs) in the school area; creating partnerships and support networks with other schools, districts, and/or universities; identifying available financial incentives for NBCTs; weaving components for the five core propositions into professional development activities; and acknowledging and embracing teacher leadership by celebrating all those who have been involved in promoting and supporting accomplished teaching and learning. (RT) Descriptors: *Administrator Role; Elementary Secondary Education; Instructional Leadership; *Professional Development; Staff Utilization; *Teacher Administrator Relationship; *Teacher Certification; Teacher Improvement Descriptive Terms: Paper presented at the American Association of School Administrators/National Council of Professors of Educational Administration Conference-within-a-Conference (San Diego, CA, February 14-17, 2002). Geographic Source: U.S.; Illinois ED470234 SP041164 Collaboration for Teacher Development: Implications for the Design and Implementation of Advanced Master's Programs. Author: Diez, Mary E.; Blackwell, Peggy J. Institutional Author: National Council for Accreditation of Teacher Education, Washington, DC.(BBB03306) Availability: National Council for Accreditation of Teacher Education, 2010 Massachusetts Avenue, N.W., Suite 500, Washington, DC 20036-1023. Tel: 202-466-7496; Fax: 202-296-6620; e-mail: ncate@ncate.org; Web site: http://www.ncate.org. Publication Date: 2002 ISBN: BN- 0-9710353-0-X; Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIEJUN2003 Abstract: This is the fourth of a series of papers exploring the potential influence of National Board for Professional Teaching Standards propositions, standards, and processes on the development of advanced master's programs for teachers. It makes the case that collaboration is at the heart of accomplished teaching, and hence, of critical interest to both the National Board and to advanced master's programs. It begins by reflecting on the use of the word "professional" in the name of the National Board for Professional Teaching Standards. In arguing that collaboration is integrally connected to professionalism, it explores the definitions and characteristics of collaboration, especially as they relate to education settings. After examining the propositions, standards, and assessments of the National Board to see how collaboration is addressed, the paper returns to the qualities of effective master's programs and examines their implications for collaboration in design and delivery of a program, as well as implications for faculty and student collaboration. The paper concludes with some reflections on the practice of collaboration in this series of papers. (Contains 41 references.) (SM) Descriptors: *Academic Standards; *Cooperative Planning; Elementary Secondary Education; Higher Education; Inservice Teacher Education; Interpersonal Relationship; *Masters Programs; *National Standards; Program Development; *Teacher Collaboration Descriptive Terms: Produced as part of the NCATE/NBPTS (National Board for Professional Teaching Standards) Partnership for Graduate Programs. Geographic Source: U.S.; District of Columbia ED468746 SP041092 The Impact of National Board Certification{R} on Teachers: A Survey of National Board Certified Teachers and Assessors. An NBPTS Research Report. Institutional Author: National Board for Professional Teaching Standards, Arlington, VA.(BBB37227) Availability: National Board for Professional Teaching Standards, 1525 Wilson Boulevard, Suite 500, Arlington, VA 22209. Tel: 800-228-3224 (Toll Free). For full text: http://www.nbpts.org. Sponsoring Agency: National Science Foundation, Arlington, VA. (BBB32538)@; Department of Education, Washington, DC. (EDD00001) Publication Date: 2001 ISBN: BN- 999-8049-26-1; Language: English Document Type: Reports--Research (143) Journal Announcement: RIEAPR2003 Abstract: In order to assess the impact of the National Board for Professional Teaching Standards (NBPTS) certification process, the NBPTS commissioned two surveys in 2001. The first survey examined the impact of the assessment process on teachers who had achieved NBPTS certification. Researchers sent surveys to 600 National Board certified teachers (NBTCs) who had achieved certification from 1994-99, and 235 responded. The second survey examined the effect of the scoring process on the teachers who served as assessors. Surveys were sent to 600 teachers who served as assessors for the NBPTS in summer 2000, and 256 responded. Results indicated that participants considered the National Board certification process an excellent professional development experience. NBCTs and assessors believed that the certification process had a strong effect on their teaching and made them more reflective and more willing to incorporate innovative approaches. The certification process had a positive effect on students, and this led to positive interactions with teachers, administrators, and communities. Nearly 70 percent of NBCTs reported positive changes in their students' engagement, achievement, and motivation. (SM) Descriptors: Early Childhood Education; Educational Improvement; Elementary Secondary Education; Faculty Development; *National Standards; Student Attitudes; Teacher Attitudes; *Teacher Certification; *Teacher Competencies; Teacher Effectiveness; Teacher Evaluation; Teacher Improvement; Teaching Skills Geographic Source: U.S.; Virginia ED468745 SP041091 A Distinction That Matters: Why National Teacher Certification Makes a Difference. Highlights from a Study of the National Board for Professional Teaching Standards Certification Process. Institutional Author: National Board for Professional Teaching Standards, Arlington, VA.(BBB37227) Availability: National Board for Professional Teaching Standards, 1525 Wilson Boulevard, Suite 500, Arlington, VA 22209 ($5). Tel: 800-228-3224 (Toll Free). For full text: http://www.nbpts.org. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001)@; National Science Foundation, Arlington, VA. (BBB32538) Publication Date: 2000 ISBN: BN- 999-8027-54-3; Language: English Document Type: Information Analysis (070) Journal Announcement: RIEAPR2003 Abstract: This study examined the National Board for Professional Teaching Standards (NBPTS) certification process, investigating 65 white and African American teachers from North Carolina, Ohio, and the District of Columbia who had sought National Board certification in one of two areas--early adolescence/English language Arts and middle childhood/generalist. Of the 65 teachers, 31 achieved certification. Their certification scores fell into one of four groups: well above or below the performance standard or just slightly above or below the performance standard. Researchers observed the teachers, interviewed teachers and their students, administered student surveys, and collected students' written responses to a statement. All 65 teachers demonstrated laudable teaching skills, but National Board certified teachers outperformed non-certified teachers on all 13 generally recognized measures of good teaching. Differences were dramatic in 11 areas. Certified teachers were better at improvising when faced with the unexpected, understanding why students succeeded or failed on specific tasks, engaging students without overwhelming them, and anticipating difficulties students might have with new concepts. Students of certified teachers demonstrated a deeper understanding of the concepts they were taught than did students of non-certified teachers. (SM) Descriptors: Early Childhood Education; Educational Improvement; Elementary Secondary Education; *National Standards; *Teacher Certification; *Teacher Competencies; Teacher Effectiveness; Teacher Improvement; Teaching Skills Descriptive Terms: Synthesis of findings from "The Certification System of the National Board for Professional Teaching Standards: A Construct and Consequential Validity Study" (Lloyd Bond, Tracy W. Smith, Wanda K. Baker, and John A. Hattie), published by Center for Educational Research and Evaluation, University of North Carolina at Greensboro. Geographic Source: U.S.; Virginia ED468738 SP041079 Partners in Accomplished Teaching. Institutional Author: National Board for Professional Teaching Standards, Arlington, VA.(BBB37227) Availability: Heinemann, P.O. Box 6926, Portsmouth, NH 03802-6926 ($17). Tel: 800-225-5800 (Toll Free); Web site: http://www.heinemann.com. Sponsoring Agency: National Science Foundation, Arlington, VA. (BBB32538)@; Department of Education, Washington, DC. (EDD00001)@; DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. (BBB12599) Publication Date: 2002 ISBN: BN- 999-8049-56-3; Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2003 Abstract: This report describes Partners in Accomplished Teaching, a project of the National Board for Professional Teaching Standards (NBPTS) designed to help increase the number of teachers achieving National Board Certification. It focuses on efforts in St. Paul, Minnesota; Mississippi; North Carolina; and San Antonio, Texas. The St. Paul program is a continual loop of support involving encouragement during pre-candidacy, encouragement during the NBPTS certification process, and commitment by new NBPTS certified teachers (NBCTs) to mentor future candidates. It involves Southwest State University and local public schools. The Mississippi effort provides teachers with a $6,000 annual salary boost for achieving NBPTS certification, reimbursement for the assessment fee, year-round support from NBPTS and other colleagues, and pre-candidacy and mentoring support. The North Carolina Center for the Advancement of Teaching provides programming to help NBPTS certification candidates prepare their portfolios. The state also supports candidates financially. The Accomplished Teaching Initiative in San Antonio, Texas, pays candidates' assessment fees, provides release days, and awards a stipend for achieving certification. The effort covers pre-candidacy, candidacy, score banking, and infusion of the Five Core Propositions of NBPTS certification into the school district. Profiles of accomplished teachers are included. (SM) Descriptors: College School Cooperation; Educational Improvement; Elementary Secondary Education; Inservice Teacher Education; Mentors; *National Standards; *Partnerships in Education; *Teacher Certification; *Teacher Competencies; Teacher Improvement; Teaching Skills Geographic Source: U.S.; Virginia ED468737 SP041078 The Charlotte Collaborative: Working Together...To Recognize Accomplished Teaching. Institutional Author: National Board for Professional Teaching Standards, Arlington, VA.(BBB37227) Availability: National Board for Professional Teaching Standards, 1525 Wilson Boulevard, Suite 500, Arlington, VA 22209. Tel: 800-228-3224 (Toll Free). For full text: http://www.nbpts.org. Sponsoring Agency: John S. and James L. Knight Foundation, Miami, FL. (BBB34172)@; Department of Education, Washington, DC. (EDD00001)@; National Science Foundation, Arlington, VA. (BBB32538) Publication Date: 2001 ISBN: BN- 999-8047-97-8; Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2003 Abstract: This report describes the work of the Charlotte Collaborative, a partnership between North Carolina's Charlotte-Mecklenburg Schools (CMS), the University of North Carolina at Charlotte, and Johnson C. Smith University. The National Board for Professional Teaching Standards (NBPTS) chose CMS to develop a model for other school systems to use in order to increase the number of NBPTS certified teachers (NBCTs). The report describes how the Charlotte Collaborative is a catalyst for change, then introduces the NBPTS and National Board Certification. It explains how the Charlotte Collaborative promotes better teaching, learning, and schools, with teachers helping teachers within learning communities as they pursue NBPTS certification. The report profiles three NBCTs, discussing their motivation for certification and how they use their skills. It explains how the Collaborative promotes partnerships for success by encouraging teachers to pursue NBPTS certification and offering them support. It notes that research on the effectiveness and benefits of NBPTS certification is positive, and parents also agree that NBCTs make a difference in their children's lives. The Collaborative works to impact higher education by focusing on teacher preparation at the college level. The report concludes with a listing of NBCTs in CMS. (SM) Descriptors: *College School Cooperation; Corporate Support; Educational Improvement; Educational Technology; Elementary Secondary Education; Inservice Teacher Education; *National Standards; *Partnerships in Education; *Teacher Certification; *Teacher Competencies; Teacher Improvement; Teaching Skills Descriptive Terms: For a related videotape, see SP 041 074. Geographic Source: U.S.; Virginia ED468736 SP041077 Raising the Standard: 2001 Annual Report. Institutional Author: National Board for Professional Teaching Standards, Arlington, VA.(BBB37227) Availability: National Board for Professional Teaching Standards, 1525 Wilson Boulevard, Suite 500, Arlington, VA 22209. Tel: 800-228-3224 (Toll Free). For full text: http://www.nbpts.org. Sponsoring Agency: National Science Foundation, Arlington, VA. (BBB32538)@; Department of Education, Washington, DC. (EDD00001) Publication Date: 2002 ISBN: BN- 999-8052-98-X; Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAPR2003 Abstract: This annual report describes the work of the National Board for Professional Teaching Standards (NBPTS), noting that in 2001, it launched five new certificate fields and introduced the Next Generation of National Board Certification assessments. It also worked with local, state, and federal policy makers who provide incentives for candidates and NBPTS certified teachers (NBCTs). The report focuses on: raising the bar (a record-setting year for NBCTs and new candidates); raising aspirations (Next Generation certification arrives); raising support (state and local incentives to support National Board initiatives, corporate and foundation partners in accomplished teaching, the opening of the first regional service centers, and state and regional networks of NBCTs and friends); raising NBPTS sights (NBPTS collaborates with colleges and universities); and raising inspiration (NBCTs achieve top honors and national awards, and studies measuring the impact of NBPTS certification have positive results). Four sidebars describe NBPTS partners, examine how digital technology creates virtual mentoring, explain that NBCTs take the lead in advocacy for accomplished teaching, and note that NBPTS Directors supply diverse talents and perspectives. (SM) Descriptors: Corporate Support; Educational Improvement; Educational Technology; Elementary Secondary Education; Inservice Teacher Education; *National Standards; Partnerships in Education; *Teacher Certification; *Teacher Competencies; Teacher Improvement; Teaching Skills Geographic Source: U.S.; Virginia ED468734 SP041074 Success Story: The Impact of National Board Certification{R} in Charlotte-Mecklenburg Schools. {Videotape}. Institutional Author: National Board for Professional Teaching Standards, Arlington, VA.(BBB37227) Availability: National Board for Professional Teaching Standards, 1525 Wilson Boulevard, Suite 500, Arlington, VA 22209 ($10). Tel: 800-228-3224 (Toll Free); Web site: http://www.nbpts.org. Sponsoring Agency: John S. and James L. Knight Foundation, Miami, FL. (BBB34172) Publication Date: 2002 ISBN: BN- 999-8050-61-8; Language: English Document Type: Non-print media (100); Reports--Descriptive (141) Journal Announcement: RIEAPR2003 Abstract: This videotape describes the impact of National Board for Professional Teaching Standards (NBPTS) certification within North Carolina's Charlotte-Mecklenburg Schools. It begins with the story of an at-risk student who attributes his success to having had an NBPTS certified teacher in 5th grade. The teacher tutored him, paired him with a mentor, and put him in a program for at-risk students. He moved on to middle school and has succeeded academically. The teacher believes that the certification made her more reflective and aware of all students' needs. NBPTS certification is voluntary. Teachers learn from others who are already certified. In 1998, the Charlotte-Mecklenburg Public Schools partnered with two universities to form a collaborative to improve education. They integrated NBPTS standards, strategized on improving K-12 education, and encouraged teachers to become certified. Charlotte-Mecklenburg has the second highest percentage of NBPTS certified teachers in the nation. At the end of 2001, 77 percent of its schools had met or exceeded state goals for improvement. The NBPTS certification process takes 1 year, but teachers believe it is worth the effort, because it makes them better educators. Certified teachers tend to become leaders, get treated with more respect, and have higher morale. (SM) Descriptors: Educational Improvement; Elementary Secondary Education; Inservice Teacher Education; *National Standards; *Teacher Certification; *Teacher Competencies; Teacher Improvement; Teaching Skills Descriptive Terms: For a report on "The Charlotte Collaborative," see SP 041 078. Geographic Source: U.S.; Virginia ED467778: No data available. ED467755: No data available. ED467425: No data available. ED467062 SP040939 Chicago Teachers Union Quest Center "Nurturing Teacher Leadership" Evaluation Study, February-April, 2001. Author: Nighswander, James K.; Cherkasky-Davis, Lynn; Bearden, Allen Availability: Information Age Publishing, Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06831 (paper: ISBN-1-930608-28-4, $29.95; cloth: ISBN-1-930608-29-2, $63.25). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. Publication Date: June 2001 Language: English Document Type: Reports--Research (143); Test/questionnaires (160) Journal Announcement: RIEFEB2003 Descriptors: Elementary Secondary Education; Faculty Development; *National Standards; *State Standards; *Teacher Certification; Teacher Competencies; Teaching Skills Descriptive Terms: Produced by Educational Learning Resources, Inc. Geographic Source: U.S.; Illinois ED464775 RC023475 Who Will Teach Our Children? Rural National Board Certified Teachers' Experiences. Author: Pawlas, George E. Availability: For full text: http://www.learning.gov.ab.ca/nativeed/nativepolicy/Framework.asp. Publication Date: October 26, 2001 Language: English Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIENOV2002 Abstract: A study examined the types of support given to teachers pursuing certification by the National Board for Professional Teaching Standards (NBPTS). NBPTS has developed advanced standards for teachers in 27 fields. Teachers seeking NBPTS certification must prepare a comprehensive portfolio and take part in a day-long evaluation process at an assessment center. Surveys were returned by 275 rural teachers in seven states. Thirty-one percent indicated their principals did not give them any support. Principal support reported by the other 191 rural teachers included words of encouragement, release time or less duty time, public recognition, use of school equipment, and letters of recommendation. Among the most frequently mentioned responses, teachers felt that their principal could have supported them by providing release time, becoming more knowledgeable about the NBPTS process, sharing emotional/verbal support, giving some form of public recognition, assisting with video taping or purchasing equipment, reading the teacher's materials, and acknowledging the time spent in the process. Support people other than principals included family members, faculty or colleagues, other NBPTS teacher candidates or teachers, friends, and university faculty members. The rural teachers who earned national certification reported how they toiled in isolation, but the majority felt the time and effort was worth the result. Respondents indicated that they had become more effective teachers as a result of their experience. (TD) Descriptors: Administrator Attitudes; *Collegiality; Elementary Secondary Education; Principals; Professional Development; *Professional Recognition; *Rural Schools; *Teacher Administrator Relationship; *Teacher Attitudes; *Teacher Certification; Teacher Surveys; Teachers Identifiers: *National Board for Professional Teaching Standards Descriptive Terms: Paper presented at the Annual Meeting of the National Rural Education Association (93rd, Albuquerque, NM, October 24-27, 2001). Geographic Source: U.S.; Florida ED464077 SP040692 Once Again SREB States Lead the Nation in National Board for Professional Teaching Standards Certification. Institutional Author: Southern Regional Education Board, Atlanta, GA.(IEE81377) Availability: Southern Regional Education Board, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. Publication Date: January 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEOCT2002 Abstract: North Carolina and Florida lead the nation in total number of teachers with National Board for Professional Teaching Standards (NBPTS) certification. About 71 percent of all NBPTS certificates were awarded to teachers in Southern Regional Education Board (SREB) states in 2000-01. Seven SREB states were among the top 10 states in number of teachers earning NBPTS certification in 2000-01. Between 1999-00 and 2000-01, Georgia had one of the largest increases in the number of certificates awarded, from 51 to 310. South Carolina surpassed the governor's goal of having 500 teachers with NBPTS certification by 2002. National certification was awarded to 928 South Carolina teachers in 2000-01. Most SREB states encouraged teachers to attain NBPTS certification by offering salary bonuses or funding for examination fees. Legislative actions in 2001 in SREB states included: Arkansas teachers received raises in initial and annual bonuses; Louisiana school administrators who earned NBPTS certification as teachers were allowed to continue receiving annual bonuses of $5,000; and Alabama increased by 30.8 percent its spending for teachers who pursue or have earned NBPTS certification. As of November 2001, there were over 16,000 U.S. teachers with NBPTS certification, 10,448 in SREB states. A table presents SREB state data on NBPTS certification. (SM) Descriptors: Educational Legislation; Elementary Secondary Education; *National Standards; State Legislation; *Teacher Certification; *Teacher Competencies Identifiers: National Board for Professional Teaching Standards; Southern Regional Education Board; State Policy Geographic Source: U.S.; Georgia ED463263 SP040555 Negotiating the Standards Maze: A Model for Teacher Education Programs. White Paper. Author: Tomei, Lance J. Availability: State University of New York Press, c/o CUP Services, Box 6525, Ithaca, NY 14851 (paperback: ISBN-0-7914-5292-1, $21.95; hardcover: ISBN-0-7914-5291-3, $65.50). Tel: 800-666-2211 (Toll Free); Web site: http://www.sunypress.edu. Publication Date: February 25, 2002 Language: English Document Type: Opinion papers (120); Speeches/meeting papers (150) Journal Announcement: RIESEP2002 Abstract: This paper describes one college faculty member's experiences coordinating departmental preparations for a 5-year, continuing program approval/accreditation visit from the Florida Department of Education (FDOE), the National Council for Accreditation of Teacher Education (NCATE), and the Florida Board of Regents. It notes that in addition to the global FDOE and NCATE standards for initial or continuing program approval/accreditation, a teacher preparation program must attend to several specific standards: the Florida Educator Accomplished Practices; Performance Indicators for Effective Teachers; Florida Professional Education Competencies; Florida-adopted subject area competencies; subject matter content standards for Florida teachers; Sunshine State Standards; Florida Performance Standards for Teachers of English for Speakers of Other Languages; NCATE constituents; International Society for Technology in Education National Educational Technology Standards; conceptual framework; Interstate New Teacher Assessment and Support Consortium core standards; and National Board for Professional Teaching Standards. The college chose to use the Florida Educator Accomplished Practices as a baseline, developing a crosswalk of all applicable standards against the accomplished practices. The crosswalk is included in a table. (Contains 10 references.) (SM) Descriptors: *Academic Standards; Elementary Secondary Education; Higher Education; National Standards; *Preservice Teacher Education; State Standards; *Teacher Competencies; Teaching Skills Identifiers: National Council for Accreditation of Teacher Educ; Performance Indicators; Subject Content Knowledge; University of Central Florida Descriptive Terms: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (54th, New York, NY, February 23-26, 2002). Geographic Source: U.S.; Florida ED463244 SP040470 The Identification of Teacher Leaders through the National Board Certification Process in Mississippi Public Schools. Author: Waller, Edna Murphy; Klotz, Jack Availability: Southern Education Foundation, 135 Auburn Avenue, Atlanta, GA 30303. Tel: 404-523-0001; Web site: http://www.sefatl.org. Publication Date: November 2001 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIESEP2002 Abstract: This study investigated whether there were differences in the leadership behaviors of 100 Mississippi teachers who had successfully completed the National Board for Professional Teaching Standards (NBPTS) certification process and 100 Mississippi teachers who had not completed the NBPTS certification process. All participants were sent a copy of the Leadership Practices Inventory, which evaluated their self-perceived leadership behaviors in the five dimensions of challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. Analysis of data from 83 fully completed surveys indicated that the NBPTS-certified teachers scored themselves higher on all five of the dimensions of leader behavior than did the non-certified teachers. There were greater differences on the dimensions of challenging the process and inspiring a shared vision. No demographic factors appeared to influence self-perceived leader behavior.(Contains 14 tables and 46 references.) (SM) Descriptors: Elementary Secondary Education; *Instructional Leadership; *Leadership Qualities; *National Standards; *Public Schools; Teacher Attitudes; Teacher Behavior; *Teacher Certification; Teacher Characteristics Identifiers: Mississippi; National Board for Professional Teaching Standards; *Teacher Leaders Descriptive Terms: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (30th, Little Rock, AR, November 14-16, 2001). Geographic Source: U.S.; Mississippi ED462385 SP040569 "An Enormous Untapped Potential: A Study of the Feasibility of Using National Board for Professional Teaching Standards Certification To Improve Low-Performing Schools. Author: Linquanti, Robert; Peterson, Joan Availability: For full text: http://www.wested.org. Publication Date: December 2001 Language: English Document Type: Reports--Research (143); Test/questionnaires (160) Journal Announcement: RIEAUG2002 Abstract: 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 Identifiers: *National Board for Professional Teaching Standards Descriptive Terms: Produced with assistance from Tenley Harrison. Geographic Source: U.S. ED462378 SP040532 Standards in Teacher Education: A Critical Analysis of NCATE, INTASC, and NBPTS (A Conceptual Paper/Review of the Research). Author: Kraft, Nancy P. Availability: Corwin Press, Inc., Sage Publications, 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (cloth: ISBN-0-7619-4533-4, $55.95; paper: ISBN-0-7619-4534-2, $24.95). Tel: 805-499-9734. Publication Date: April 2001 Language: English Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEAUG2002 Abstract: This paper analyzes research on accreditation, licensure, and certification standards that have impacted teacher education programs, providing a historical perspective of how and why standards came about in teacher education and examining each of the standards bodies in teacher education: the National Council for Accreditation of Teacher Education (NCATE) and the Interstate New Teacher Assessment and Support Consortium (INTASC). Certification standards developed by the National Board of Professional Teaching Standards (NBPTS) are also examined. Using a policy analysis framework grounded in critical theory, these standards are examined from the perspectives of the challenges, limitations, and problems inherent in standards-setting processes for institutions of higher education. The study involved an ERIC search and searches of Web sites of national organizations involved in higher education standards. The analysis provides information about how policies inherent in the standards reproduce the workings of the school and of society; the impact of the context on the standard setting and implementation process; how the policies address curricular issues, pedagogy, and evaluation; whose values count as knowledge and are represented in policy, and how those values become institutionalized; and which implicit assumptions are found within educational policies advanced by the standards movement in higher education. (Contains 49 endnotes.) (SM) Descriptors: *Academic Standards; *Accreditation (Institutions); *Educational Policy; Elementary Secondary Education; Higher Education; *National Standards; Quality Control; *Teacher Certification; Teacher Competency Testing Identifiers: Interstate New Teacher Assess and Support Consort; National Board for Professional Teaching Standards Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; Kansas ED461655 SP040515 Strange Bedfellows? Title I Funding, Alternative Teacher Certification Programs, and State Teacher Standards. Author: Bales, Barbara L. Availability: SkyLight Professional Development, 2626 South Clearbrook Drive, Arlington Heights, IL 60005 (Item no. 2392, $45). Tel: 847-290-6600; Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; e-mail: info@skylightedu.com; Web site: http://www.skylightedu.com. Publication Date: February 2002 Language: English Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEJUL2002 Abstract: This paper discusses the need to build instructional capacity in high poverty, low performing schools using Title I funding and integrate the corresponding federal policy requirements with state teacher education policies to allow states and districts to develop locally designed partnerships with alternative certification agencies. It recommends building instructional capacity by allowing alternative certification programs to place certified and qualified teachers into high-poverty, low-achieving schools using Title I funding. Two interrelated strategies that alternative certification programs need for building instructional capacity in high poverty schools include cultivating programs that certify teachers' content knowledge and providing those teachers with pathways to develop the pedagogical and pedagogical content knowledge needed to improve the quality of their instruction. The paper suggests specific policy recommendations for holding alternative certification programs accountable to state performance-based teacher standards and student assessment results. Implementation issues that influence such efforts include time (quality teachers are needed immediately) and concentration of alternatively-certified teachers in already high-poverty, low-performing schools. (Contains 43 references.) (SM) Descriptors: Accountability; *Alternative Teacher Certification; Disadvantaged Youth; Educational Finance; Elementary Secondary Education; Financial Support; Higher Education; Low Achievement; Pedagogical Content Knowledge; Poverty; Preservice Teacher Education; *State Standards; *Teacher Competencies; *Teacher Qualifications Identifiers: Elementary Secondary Education Act Title I; Teacher Knowledge Descriptive Terms: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (54th, New York, NY, February 23-26, 2002). Geographic Source: U.S.; Wisconsin ED461642 SP040486 SREB States Lead the Way in National Board Certification for Teachers. Institutional Author: Southern Regional Education Board, Atlanta, GA.(IEE81377) Availability: Southern Regional Education Board, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211. Web site: http://www.sreb.org. Publication Date: 2001 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUL2002 Abstract: This report presents data on National Board for Professional Teaching Standards (NBPTS) certification for teachers in Southern Regional Educational Board (SREB) states. North Carolina and Florida lead the nation in total numbers of teachers with NBPTS certification. Two-thirds of all NBPTS certificates were awarded to teachers from SREB states in 1999-2000. Six SREB states were among the top 10 states in numbers of nationally certified teachers produced in 1999-2000. Between 1998-99, North Carolina had one of the largest increases in numbers of certificates awarded, from 726 to 1,139. Most SREB states encourage teachers to attain NBPTS certification by offering them salary bonuses or funding for examination fees. For 2001, legislation was introduced in Arkansas and Texas to increase the annual bonuses for those receiving national certification. A chart lists NBPTS certified teachers in the United States, all SREB states, and each SREB state individually for 2000, providing data on numbers of certificates issued in 1999-2000, total certificates issued as of December 6, 2000, and state incentives for teachers with national certification. (SM) Descriptors: Elementary Secondary Education; Higher Education; Inservice Teacher Education; National Standards; *National Teacher Certification; *Teacher Competencies; Teacher Salaries Identifiers: *National Board for Professional Teaching Standards; *Southern Regional Education Board; State Policy Geographic Source: U.S.; Georgia ED460563 EC308868 Requirements for Conventional Licensure of Special Education Teachers. Author: Geiger, William L. Availability: Illinois Board of Higher Education, 431 East Adams, 2nd Floor, Springfield, IL 62701-1418. Tel: 217-782-2551; Fax: 217-782-8548; e-mail: info@ibhe.org; Web site: http://www.ibhe.state.il..us. For full text: http://www.ibhe.state.il.us/Board/Agendas/2002/April/ Item%205%20Report. Publication Date: January 2002 Language: English Document Type: Reports--Research (143); Test/questionnaires (160) Journal Announcement: RIEJUN2002 Abstract: This report discusses outcomes of a study designed to update information on jurisdictional requirements for the conventional licensure of special educators and to extend inquiry into areas of special education licensure. Interviews wer |