Making use of what teachers know and can do: Policy, practice, and national board certification.

Abstract

This paper is the culmination of a three-year study that sought to frame an initial answer to the question, "What are the circumstances and conditions under which National Board Certified teachers (NBCTs) can have a positive impact on low-performing schools?" The study, funded by Atlantic Philanthropies, was part of the National Board's more comprehensive effort to answer a number of research questions about the impacts of board certification and board certified teachers in schools and districts across the country.

Consecuencias a Nivel Local de un Sistema de Evaluación de Profesores: El Caso de Chile

“…Sin embargo, a partir de la literatura (Spillane & Thompson, 1997;Koppich, Humphrey & Hough, 2006;Bradshaw, 2002) y del análisis cualitativo en profundidad desarrollado por la presente investigación, se pudieron derivar algunas hipótesis, que deberán ser confirmadas en un estudio representativo en el futuro. Estas hipótesis sostienen que la fuerza y la prevalencia de las consecuencias intencionadas están relacionadas con: (1) cómo los actores municipales han sido capaces de superar la resistencia y hostilidad de los profesores hacia la Evaluación Docente y hacer uso efectivo de las oportunidades asociadas a esta, así como también (2) hasta qué punto otras consecuencias negativas no intencionadas, distintas a la resistencia de los profesores, también fueron observadas (por ejemplo, el cuestionamiento de los profesores sobre la legitimidad de la Evaluación Docente).…”

“…Un estudio sobre el impacto de los profesores certificados por el NBPTS en las escuelas encontró que el apoyo entregado a la evaluación docente a nivel de distrito era un requisito importante para obtener efectos beneficiosos (Koppich, Humphrey, & Hough, 2006). Por ejemplo, en Cincinnati, el distrito desarrolló un escalafón para la carrera pedagógica que incluía a profesores guía que asumían más responsabilidades mientras seguían en la sala de clases.…”

The Impact of the National Board for Professional Teaching Standards: A Review of the Research

“…Through professional development and support efforts, another goal of NBPTS has been to equalize access to high-quality teachers for all students, regardless of economic and geographic circumstances. Indeed, the intellectual founders of NBPTS felt that states and districts would implement policies to improve the distribution of highquality (NBPTS) teachers in high-need schools (Koppich, Humphrey, & Hough, 2007).…”

“…An important caveat is that the precise nature and effectiveness of the reported helping behavior is not elicited from the data collection. Koppich et al (2007) conducted case studies of nine low-performing schools in California, North Carolina, and Ohio in order to better understand the extent to which NBCTs played leadership roles in their schools and to identify the factors that influenced the roles they played. Interestingly, the researchers found that in most schools, NBCTs did not exercise a significant leadership presence, attributing it to two factors: (a) the reluctance of most principals to encourage leadership through expanded assignments; and (b) NBCTs and non-NBCTs alike adhering to cultural norms of equality among all teachers in a school.…”

“…However, in trying to isolate the relatively few NBCTs in the state with particular certifications, even in the state with the largest number of NBCTs, the number of cases influencing the findings is dramatically reduced. Humphrey, Koppich, and Hough (2004) and Koppich et al (2007) employed a different methodological approach to explore the issue of NBCT distribution. Using data from respective state departments as well as information from the National Center for Education Statistics (NCES), they examined distribution patterns in the six states with the highest population of NBCTs.…”