NBSN at WestEd

Bailey, D. L. & Helms, R. G.. (2000). The National Board certified teacher. Fastback 470. (ERIC NO: ED447115) Phi Delta Kappa Educational Foundation.
Annotation: This fastback gives teachers and other educators a feel for being a National Board for Professional Teaching Standards candidate, offering an outline of the candidacy process, ways to assess readiness to become a candidate, and tips for proceeding through candidacy. Section 1, “National Board for Professional Teaching Standards (NBPTS),” discusses certification areas and who should seek NBPTS certification, noting three factors that teachers should take into account when assessing their readiness to go for NBPTS certification. Section 2, “The Candidacy Process,” focuses on the portfolio; the assessment center; the evaluation process; tips for success (e.g., know the standards, be familiar with education issues, work with a mentor, work in groups, and use accurate language); and a candidate diary. Section 3, “The Evolving NBPTS,” discusses state licensure versus National Board certification, the value of National Board certification, and tangible rewards of certification. (SM)

Bottiger, L.. (2001, March). A journey in teaching: The National Board certification process. Science Scope, 24(6), 64-66. (ERIC NO: EJ623890)
Annotation: 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)

Burroughs, R.. (2001, May-June). Composing standards and composing teachers: The problem of National Board certification. Journal of Teacher Education, 52(3), 223-232. (ERIC NO: EJ625731)
Annotation: 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)

Corcoran, T. B.. (1995). Helping teachers teach well: Transforming professional development. (ERIC NO: ED388619) CPRE Policy Briefs.
Annotation: This publication reviews what is known about professional development in elementary and secondary education including its organization, costs, effects on practice, and principles for guiding future professional development programs. Recent reform efforts that have put higher standards in place are examined for their effect on the practice of teaching. A discussion of the cost of professional development notes that most states and districts do not maintain data on how much they are spending on teacher development. Also identified are promising approaches which respect the expertise of accomplished teachers, are integrated with teachers’ work, and are based on current research on teaching and learning. These include teacher networks, collaborations between schools and colleges, professional development schools, National Board certification, and teachers as researchers. A discussion of implications for policymakers argues that deliberation should be focused on central issues and set clear goals for policy. This section proposes 13 specific goals. A final section reviews the challenges of professional development improvement to significantly affect the 2.4 million teachers working in the United States. (JB)

Johnson, S. M.. (2001, January). Can professional certification for teachers reshape teaching as a career? Phi Delta Kappan, 82(5), 393-399. (ERIC NO: EJ623046)
Annotation: 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)

Kowalski, K., Chittenden, E., Spicer, W., Jones, J., & Tocci, C.. (1997, March 24-28). Professional development in the context of National Board for Professional Teaching Standards certification: Implications beyond certification. Presented at the annual meeting of the American Educational Research Association, Chicago, IL. (ERIC NO: ED412257)
Annotation: The National Board for Professional Teaching Standards (NBPTS) has challenged test developers to create a voluntary program of certification in which highly accomplished teachers receive recognition for meeting rigorous standards. These four papers report the experiences of teacher-candidates, school district administrators, researchers, and test developers who have participated in aspects of the National Board certification process. The first paper, “Professional Development and the NBPTS Certification Process: A Candidate's Perspective” by Kenneth Kowalski, presents an account of the professional development aspects of the certification process from the perspective of a candidate who has just completed the process. In the second paper, “Implications of National Board Certification for the Assessment and Supervision of Tenured and Non-Tenured Teachers” by Willa Spicer, an assistant superintendent, presents a school district’s response to the National Board’s model and its implications for teacher evaluation and supervision. The third paper, “An Observational Study of National Board Candidates as They Progress through the Certification Process,” by Edward Chittenden and Jacqueline Jones, takes a researcher’s perspective and traces the progress of three different groups of teachers through the National Board certification process. In the last paper, “Professional Development Materials in the Context of Professional Certification: Lessons from the Field” by Cindy Tocci, a member of the certification development team, reports on ways in which information from field studies has informed test development, increased understanding of the support mechanisms candidates may require, and aided the design of professional development materials. (SLD)

Pershey, M. G.. (2001, March-April). How to create a support network for National Board certification candidates. Clearing House, 74(4), 201-206. (ERIC NO: EJ622791)
Annotation: 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)

Podgursky , M.. (2001, Summer). Defrocking the National Board [online]. Education Matters, 1(2), 79-82. (ERIC NO: EJ628704)
Annotation: 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)

Roden, J. P.. (1999, Summer). Winners and winners: What I learned from not earning National Board certification. Teaching and Change, 6(4), 416-419. (ERIC NO: EJ594229)
Annotation: A public school teacher discusses how the process of attempting to earn National Board for Professional Teaching Standards certification was an extremely enriching experience, despite the fact that he did not earn the certification. Two of the most significant lessons he learned from the process were making time to reflect on the work of teaching and collaborating with colleagues. (SM)

Rotberg, I. C., Futrell, M. H., & Lieberman, J. M.. (1998, February). National Board certification: Increasing participation and assessing impacts [online]. Phi Delta Kappan, 79(6), 462-466. (ERIC NO: EJ560874)
Annotation: A survey of 28 teachers who participated in the National Board for Professional Teaching Standards certification process showed that most felt they had undergone a strong professional development experience. Unfortunately, teacher participation remains low. Many educators are unfamiliar with the process, lack access to support services, view board standards as inconsistent with their experience and practice, or can find little supportive research. (10 references) (MLH)

Wolfson, R.. (1999). Developing a network to support candidates through the process of certification by the National Board for Professional Teaching Standards. Ed.D. Practicum, Nova Southeastern University. (ERIC NO: ED434876)
Annotation: This paper describes the development of a practicum designed to recruit and support teacher candidates from one district through the National Board for Professional Teaching Standards certification. Potential candidates had been isolated in their pursuit of certification because there were no support groups, courses, or manuals specifically developed for them. The practicum was designed to organize the district’s National Board certified teachers and the candidates so that equitable services were available to all. A Candidate Support Network was established. The Human Resources Development Department assigned candidates to mentors and then gathered and distributed resource material for all mentors to share with their candidates. Candidates met with their mentors in small groups and individual sessions. All mentors provided guidance and assistance by reading candidates’ entries, reviewing videotapes, and giving feedback. Data analysis revealed that candidates who pursued National Board certification reported that the Candidate Support Network effectively provided assistance that enabled them to complete the portfolio portion of their certification requirements. Mentors provided valuable guidance and support in study groups and individual conferences. The data showed that candidates who had a mentor who was certified in their area had more positive feedback about the Network than did those whose mentors were certified in other areas. (Contains 36 references and 3 appendices.) (SM)