Accomplished Teachers: Institutional Perspectives challenges the nation’s PK-12 and postsecondary education system and state/local governing bodies—as well as the National Board for Professional Teaching Standards (NBPTS) itself—to strengthen the linkage between the NBPTS standards and assessment process and teacher preparation, program accreditation, and state licensure.
“This relationship is not only beneficial to the institutions themselves, it is also critical in helping advance our nation’s standards for teacher effectiveness,” said Mary E. Dilworth, lead editor and NBPTS vice president for higher education initiatives and research. “The book grapples with a number of critical issues that institutions face as they work to ensure teacher quality—issues such as creating online programs based on the National Board’s Standards and managing college- and university-based NBPTS teacher support centers. The authors challenge the education community in general and the National Board specifically to rethink teacher professional development and certification.”
Contributors include Sam Evans, dean of WKU’s College of Education and Behavioral Sciences, and Lynn Hines, program developer in the Office of the Dean in WKU’s College of Education and Behavioral Sciences.
Evans and Hines, in a chapter called Finding a Role for Higher Education in NBPTS Candidate Support Provider Training, show that embracing National Board concepts can be the lynch pin in program development and design. Postsecondary institutions can be active players in school district professional development plans and professional learning communities.
Other contributors include C. Kent McGuire, dean, College of Education, Temple University; James Cibulka, president, National Council for the Accreditation of Teacher Education; Frank Murray, president, Teacher Education Accreditation Council (TEAC); Martha Hopkins, professor of education, University of Central Florida; and Richard Navarro, professor of education, California State Polytechnic University.
“The infusion of National Board’s core propositions, standards and practices into teacher professional development programs is increasingly recognized as an effective and appropriate move towards improved teacher quality,” wrote Joseph A. Aguerrebere, NBPTS president and chief executive officer, in the book’s foreword. “While NBPTS is widely recognized and used as a measure of accomplished teaching performance in district, state and federal agencies, the National Board trademark is not as clearly evident in the postsecondary sector. This volume serves to affirm the relationship.”
James Cibulka, lead author of the opening chapter, calls for reforming teacher preparation programs and strengthening master’s degree programs. Such reforms can be accomplished, according to Cibulka, by aligning programs with National Board Standards and by strengthening partnerships with PK-12 schools.
In another chapter, Frank Murray points out similarities between TEAC’s and the National Board’s indicators of quality. According to Murray, the quality of a teacher education program is defined in terms of the competence of its graduates. NBPTS characterizes the quality of a teacher through the teacher’s effect on student learning.
Ella F. Cleveland, NBPTS program associate, higher education and research, also served as editor of the volume.
For excerpts and more information about purchasing the book, visit http://www.nbpts.org/products_and_services/books/accomplished_teachers
About the National Board for Professional Teaching Standards: NBPTS is an independent, nonprofit, nonpartisan and nongovernmental organization. NBPTS advances the quality of teaching and learning by developing professional standards for accomplished teaching; creating and administering National Board Certification, a voluntary system to certify teachers who meet those standards; and integrating certified teachers into educational reform efforts. Today, more than 82,000 National Board Certified Teachers are making a positive difference in the lives of students across the nation.
Contact: James R. Minichello at (703) 465-2171 or College of Education and Behavioral Sciences at (270) 745-4664.