Assessing Accomplished Teaching Advanced-Level Certification Programs (2008) / Chapter Skim
Currently Skimming:
6 Teacher Participation in the Program
6 Teacher Participation in the Program
Pages 119-153
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 119... ...
Not only would administrators be able to use certification status to guide accomplished teachers to high-needs schools, but growing numbers of board-certified teachers would assume mentoring roles and share their skills with other teachers. Moreover, the task force anticipated that board-certified teachers would be in high demand in that salary structures for teachers would provide substantial rewards for earning board certification, and that states would encourage certification and support its underlying goals in other ways.
|
From page 120... ...
National board staff members provided written responses to questions we submitted, as well as other information about participation rates, including an electronic version of their longitudinal candidate database for our own analyses. The second source was a research base consisting of seven studies that focused on teachers' motivations for pursuing board certification.
|
From page 121... ...
Below we summarize the information we obtained with regard to national, state, and district participation rates, as well as the characteristics of national board participants in comparison with the full population of teachers in the United States. National Participation Rates The national board's assessments became operational in 1993, and since that time approximately 99,300 teachers have applied for board certification and approximately 63,800 have achieved it. It is not possible to determine how many of these teachers are still teaching, and we therefore cannot determine the precise percentage of the current teacher workforce these numbers represent.
|
From page 122... ...
Participation Rates by State Participation rates vary considerably from state to state, in part because of differences in the extent to which states encourage teachers to pursue board certification (an issue taken up in more detail later in the chapter)
|
From page 123... ...
The majority of the board-certified teachers in the country, 66 percent, were found in seven states: California, Florida, Georgia, Mississippi, North Carolina, Ohio, and South Carolina. Participation Rates by School Districts There are approximately 14,000 school districts in the country and 96,513 public and private schools (http://nces.ed.gov/programs/digest/d06/ tables/dt06_083.asp)
|
From page 124... ...
124 ASSESSING ACCOMPLISHED TEACHING TABLE 6-2 Certification Applicants and Achievers Nationwide and by State, 1993-2006 Total Teachers Applicants as Achievers as Eligible a Percentage a Percentage for Board of Eligible of Eligible State Applicantsa Achieversa Certificationb Teachersb Teachersb All states 87,112 55,324 3,097,271 2.8 1.8 Alabama 1,606 1,096 50,361 3.2 2.2 Alaska 115 76 7,765 1.5 1.0 Arizona 527 346 49,792 1.1 0.7 Arkansas 1,034 585 34,929 3.0 1.7 California 5,493 3,645 273,548 2.0 1.3 Colorado 424 271 46,784 0.9 0.6 Connecticut 162 126 43,946 0.4 0.3 Delaware 496 348 7,858 6.3 4.4 District of 78 18 5,080 1.5 0.4 Columbia Florida 15,222 9,223 145,826 10.4 6.3 Georgia 3,695 2,335 94,765 3.9 2.5 Hawaii 210 125 13,482 1.6 0.9 Idaho 420 327 14,427 2.9 2.3 Illinois 3,381 1,985 137,972 2.5 1.4 Indiana 280 131 61,097 0.5 0.2 Iowa 681 527 39,045 1.7 1.3 Kansas 340 236 36,790 0.9 0.6 Kentucky 1,616 1,120 45,935 3.5 2.4 Louisiana 1,923 1,032 53,155 3.6 1.9 Maine 141 104 19,060 0.7 0.5 Maryland 1,394 823 54,617 2.6 1.5 Massachusetts 656 439 80,792 0.8 0.5 Michigan 458 213 96,307 0.5 0.2 Minnesota 422 285 60,596 0.7 0.5 Mississippi 3,600 2,550 31,729 11.3 8.0 Missouri 601 341 72,455 0.8 0.5 Montana 81 58 12,381 0.7 0.5 Nebraska 88 49 26,150 0.3 0.2 Nevada 420 277 18,324 2.3 1.5 New 25 18 14,809 0.2 0.1 Hampshire New Jersey 282 134 110,326 0.3 0.1 New Mexico 510 234 19,525 2.6 1.2 New York 1,177 690 220,229 0.5 0.3
|
From page 125... ...
had between three and five teachers who earned board certification during this time span; and 417 districts (3 percent) had between six and 10 teachers.
|
From page 126... ...
Approximately 3 percent of the eligible teachers in the country have pursued board certification, and approximately 2 percent of the nation's eligible teachers are currently board certified. While these participation rates are low, the number of teachers pursuing board certification has increased significantly since the program began.
|
From page 127... ...
Table 6-4 shows the percentages of all NBPTS-eligible teachers, of national board applicants, and of teachers who successfully earned board certification by gender, race, level of education, employment setting, and grade level taught, as well as the average age and years of experience for these groups. These data indicate that, overall, national board participants are predominantly white women.
|
From page 128... ...
Type of school setting Rural 18.6 31.8 31.1 68.2 Suburban 52.6 33.2 35.9 75.6 Urban 28.8 35.1 33.0 65.6 Grade level taught Preschool/elementary 50.1 52.4 51.8 62.7 Middle 16.9 20.8 19.8 60.6 High 26.1 26.8 28.3 67.1 Combined 7.0 0.0 0.0 -- aTeachers who held a bachelor's degree, had three or more years of teaching experience and were certified by their state or other accrediting or certifying body.
|
From page 129... ...
Beyond this, there is no existing, routinely collected, national information about where board-certified teachers work. Two groups of researchers have investigated this issue in depth, using data collected and maintained by six states and one large school district.
|
From page 130... ...
California is the exception, but the researchers attributed this to particular characteristics in Los Angeles resulting from specific policy incentives intended to encourage boardcertified teachers to work in high-needs schools. Examination of the data for California with Los Angeles data excluded reveals that 26 percent of board-certified teachers work in low-performing schools, compared with 28 percent of all teachers in the state; these percentages are similar to those for teachers in general in other states.
|
From page 131... ...
Reprinted with permission from the National Board for Professional Teaching Standards, http://www.nbpts.org. All rights reserved.
|
From page 132... ...
State Incentives Although states vary in their level of endorsement of national board certification, the most visible strategies they use to encourage teachers to participate are financial incentives. The national board keeps track of state and district incentives and provided us with the information displayed in Table 6-6, the main incentives offered by each state for 2004, 2005, and 2006.
|
From page 133... ...
These examples illustrate the possible influence of financial incentives. The committee analyzed data about incentives and participation rates for the 2004-2005 school year, the most recent year for which complete data were available for all of the variables studied.
|
From page 134... ...
134 ASSESSING ACCOMPLISHED TEACHING TABLE 6-6 Financial Incentives for National Board Certification Offered by States 2004-2006 Fee Assistancea State 2004 2005 2006 Alabama $2,500 per $2,500 per $2,500 per candidatec candidate recipientd Alaska Arizona Arkansas $2,500 per $2,500 per $2,500 per 1st candidate candidate time candidate California Colorado $1,000 each for $1,000 per 60 candidates candidate (limit implied) Connecticut $1,000 for 10 candidates Delaware Loan program District of Columbia $1,000 each for $1,000 each for $1,000 each 20 candidates 20 candidates for 1st-time candidates Florida $2,250 per $2,250 per $2,250 for 1st candidate candidate time candidates Georgia $2,500 per $2,000 per $1,000 per recipient candidate candidate Hawaii $1,500 per Up to $3,000 per Up to $3,000 per candidate, $1,000 candidate candidate per recipient Idaho Illinois $2,000 per $2,000 per $2,000 per candidate candidate candidate Indiana $2,000 for 60 candidates Iowa $1,250 per $1,250 per $1,250 per candidate, plus candidate, plus candidate, plus $1,250 per $1,250 per $1,250 per recipient recipient recipient Kansas Up to $45,000 Fee assistance $1,000 per 1st total available time candidate Kentucky $1,875 per $1,875 per $1,875 per recipient recipient, plus recipient, plus unspecified stipend $400 stipend Louisiana $2,000 per $850 per $2,000 per candidate candidate candidate (limited number)
|
From page 135... ...
TEACHER PARTICIPATION IN THE PROGRAM 135 Salary Bonusb 2004 2005 2006 $5,000 per year $5,000 per year $5,000 per year $4,000 per year $5,000 per year $5,000 per year $2,000 per year $2,000 per year $2,000 per year 12% annual increase 12% annual increase 12% annual increase $5,000, one time $5,000, one time $4,000, one time 10% annual increase; 10% 10% annual increase; 10% 10% annual increase; 10% increase for mentoring increase for mentoring increase for mentoring 10% annual increase 10% annual increase 10% annual increase $5,000 per year $5,000 per year $5,000 per year $1,000 per year $1,000 per year $1,000 per year $3,000 per year; $1,000 to $3,000 per year; $1,000 to $3,000 per year; $1,000 to $3,000 to mentor $3,000 to mentor $3,000 to mentor $2,500 per year $2,500 per year $2,500 per year $1,000 per year $1,000 per year $1,000 per year $2,000 per year, plus pay for $2,000 per year, plus pay for $2,000 per year, plus pay for mentoring mentoring mentoring $5,000 per year $5,000 per year $5,000 per year $3,000 per year Continued
|
From page 136... ...
136 ASSESSING ACCOMPLISHED TEACHING TABLE 6-6 Continued Fee Assistancea State 2004 2005 2006 Maryland $1,650 each for $1,650 each for $1,650 each for 500 candidates 750 candidates 500 candidates from the state, from the state, from the state, plus $850 per plus $850 per plus $850 per candidate from the candidate from the candidate from the district district district Massachusetts Michigan $100,000 $100,000 $1,250 per appropriated for appropriated for candidate (limit fee assistance fee assistance implied) Minnesota Mississippi $2,500 per $2,500 per recipient recipient Missouri $1,875 per $1,875 per $750 for 100 candidate candidate candidates Montana Nebraska Nevada $2,000 per $2,000 per recipient recipient New Hampshire $1,000 each for $1,000 each for 10 candidates 10 candidates New Jersey Fee assistance for Fee assistance for $625 per 175 candidates 175 candidates candidate New Mexico New York $2,500 per $2,500 per $2,000 per 1st candidate candidate time candidate North Carolina $2,500 per $2,500 per $2,500 per candidate candidate candidate North Dakota $1,250 each for $1,250 each for $1,250 each for 17 candidates 17 candidates 17 candidates Ohio $2,000 each for $2,000 each for $2,200 per 1st 550 candidates 400 candidates time candidate Oklahoma $2,500 each for $2,500 each for $2,500 each for 200 candidates 400 candidates 400 candidates Oregon Subsidies available, unspecified Pennsylvania $1,250 each for 500 candidates Rhode Island $2,000 per $1,000 per candidate candidate (limit implied)
|
From page 137... ...
TEACHER PARTICIPATION IN THE PROGRAM 137 Salary Bonusb 2004 2005 2006 $4,000 per year $4,000 per year $4,000 per year $6,000 per year $6,000 per year $6,000 per year Career ladder advancement Career ladder advancement $5,000 per year $3,000 per year $3,000 per year $6,000 per year Promotion to master teacher status 5% annual increase 5% annual increase 5% annual increase $4,000 per year $4,600 per year $5,200 per year $1,000 per year $1,000 per year $1,000 per year 12% annual increase 12% annual increase 12% annual increase Stipend, unspecified Stipend, unspecified $2,500 per year $1,000 per year $1,000 per year $5,000 per year $5,000 per year $5,000 per year Continued
|
From page 138... ...
It excludes funds provided by independent organizations and foundations. From this examination of the effects of states' financial incentives on participation rates, we find: Finding 6-3: Greater numbers of teachers opt to pursue board certification in states that offer significant financial incentives, such as salary increases, bonuses, payment of the NBPTS fee, and release time for the assessment activities, than in those that do not.
|
From page 139... ...
There are studies, however, that have probed teachers' reasons for participating in the program. These studies shed some light on the role of financial incentives versus other factors that contribute to teachers' decision making.
|
From page 140... ...
(n = 11) aBecause of data limitations, participation rates are based on the percentage of all teachers in the state, not NBPTS-eligible teachers.
|
From page 141... ...
These two states also have somewhat different policies regarding incentives for teachers to pursue board certification. Ohio covers most of the fee for first-time candidates and offers a $1,000 annual salary increase for teachers who earn board certification, and South Carolina will cover the whole fee for successful candidates and provides them with a $7,500 annual salary
|
From page 142... ...
142 ASSESSING ACCOMPLISHED TEACHING TABLE 6-8 Financial Incentives in Relation to Average Teacher Salary and National Board Participation Rates Financial Incentivesa Average Teacher State Fee Support Bonus Salaryb Alabama $2,500 $5,000 $38,863 Alaskac $52,424 Arizona $42,905 Arkansas $2,500 $3,000 $40,495 California $5,000 $57,876 Colorado $44,161 Connecticut $58,688 Delaware $6,104 $50,869 District of Columbia $1,000 $5,000 $58,456 Florida $2,250 $4,108 $41,081 Georgia $2,500 $4,652 $46,526 Hawaii $2,500 $5,000 $44,273 Idaho $2,000 $42,122 Illinois $2,000 $3,000 $55,629 Indiana $46,851 Iowa $2,500 $2,500 $40,347 Kansas $2,500 $1,000 $39,190 Kentucky $1,875 $2,000 $41,002 Louisiana $2,000 $5,000 $38,880 Maine $40,940 Maryland $1,650 $4,000 $52,331 Massachusetts $54,596 Michigan $2,500 $55,693 Minnesota $46,906 Mississippi $2,500 $6,000 $36,590 Missouri $1,875 $5,000 $38,971 Montana $3,000 $38,485 Nebraska (Career ladder step)
|
From page 143... ...
TEACHER PARTICIPATION IN THE PROGRAM 143 Percentage of Eligible Teachers in Incentives as a Percentage of Salary the Stated Bonus Fee and Bonus Applicants Achievers 12.9 19.3 3.2 2.2 1.5 1.0 1.1 0.7 7.4 13.6 3.0 1.7 8.6 8.6 2.0 1.3 0.9 0.6 0.4 0.3 12.0 12.0 6.3 4.4 8.6 10.3 1.5 0.4 10.0 15.5 10.4 6.3 10.0 15.4 3.9 2.5 11.3 16.9 1.6 0.9 4.7 4.7 2.9 2.3 5.4 9.0 2.5 1.4 0.5 0.2 6.2 12.4 1.7 1.3 2.6 8.9 0.9 0.6 4.9 9.5 3.5 2.4 12.9 18.0 3.6 1.9 0.7 0.5 7.6 10.8 2.6 1.5 0.8 0.5 4.5 0.5 0.2 0.7 0.5 16.4 23.2 11.3 8.0 12.8 17.6 0.8 0.5 7.8 7.8 0.7 0.5 0.3 0.2 Continued
|
From page 144... ...
cA blank indicates that no financial incentive was offered. dBased on number of public and private school teachers in the state in 2003-2004.
|
From page 145... ...
TEACHER PARTICIPATION IN THE PROGRAM 145 Percentage of Eligible Teachers in Incentives as a Percentage of Salary the Stated Bonus Fee and Bonus Applicants Achievers 5.0 9.6 2.3 1.5 2.3 0.2 0.1 4.4 0.3 0.1 10.2 10.2 2.6 1.2 5.9 10.4 0.5 0.3 12.0 17.8 21.1 13.4 (not specified)
|
From page 146... ...
teachers do not in the state participate Belden (2002) NBCTs CA Sent to all NBCTs in the state Indiana NBCTs IN Sent to all NBCTs Professional in the state Standards board (2002)
|
From page 147... ...
survey, - Opportunity to were worded positively focus strengthen teaching groups - Monetary compensation - Career advancement and recognition 71; responses from Mail - Improve effectiveness Small sample 32 (48%) survey, - Intrinsic motivation to focus group advance - External validation of their teaching 1,136; responses Mail survey - Improve student No concerns from 654 (75%)
|
From page 148... ...
(2006) surveyed teachers in six states -- California, Florida, Mississippi, North Carolina, Ohio, and South Carolina -- which together, at the time, accounted for 65 percent of the board-certified teachers in the country.
|
From page 149... ...
Together, the findings from these three studies suggest that financial incentives are important factors in teachers' decisions to pursue board certification, but not the sole factor. Generally, it seems that the three principal motivators are financial incentives, the desire to improve their effectiveness, and the desire to obtain external validation and recognition of their capabilities.
|
From page 150... ...
National board Efforts to Encourage Participation We queried the NBPTS about its efforts to encourage teachers to pursue board certification. The board staff includes 10 regional outreach directors who are responsible for developing strategies to expand awareness of the board in their assigned geographic regions, encouraging policy makers to provide fee support and/or incentives and promoting NBPTS products and services.
|
From page 151... ...
The link between the incentives offered by states and participation in the program appears to be quite strong, suggesting that teacher participation is related to the degree to which states and districts encourage it. However, teachers report that while financial incentives are a consideration in their decision making, they also pursue board certification for personal reasons, primarily for the professional accomplishment and the desire to validate their teaching skills.
|
From page 152... ...
teachers, the total has grown since the program began and is now over 63,800. Participation varies significantly by state and district, however; in a few districts, participation rates are approaching levels likely to be sufficient for the program to have the intended effects.
|
From page 153... ...
The data collected should provide information about what teachers have done after going through the certification process, what has happened to teachers who did not pass the assessment, how many board-certified teachers are currently employed, where board-certified teachers currently work, and what jobs they do.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.