Assessing Accomplished Teaching Advanced-Level Certification Programs (2008) / Chapter Skim
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8 The Effects of the Certification Process on Practice
8 The Effects of the Certification Process on Practice
Pages 182-197
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From page 182... ...
They envisioned that articulating the standards for accomplished teaching and recognizing teachers who meet these standards would result in large-scale improvements in the practice of teaching (Carnegie Task Force on Teaching as a Profession, 1986; National Board for Professional Teaching Standards, 1991)
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From page 183... ...
We then move to Subquestion a, for which there were two studies that objectively evaluated the impact of the process on teachers' practices (Darling-Hammond and Atkin, 2007; Lustick and Sykes, 2006) and four survey-based studies that provide self-reports from teachers about their perceptions of the impacts of the assessment on their practices (Indiana Professional Standards Board, 2002; National Board for Professional Teaching Standards, 2001a,d; Yankelovich Partners, 2001)
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From page 184... ...
Studies of Impacts on Student Achievement Clotfelter, 3rd-5th; 1994-2004 All teachers in the NC Ladd, and reading, math state Vigdor (2006) Clotfelter, High school All teachers in the NC Ladd, and state Vigdor (2007b)
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From page 185... ...
- NBCTs Comparison of NBCTs at Standard errors did not - Unsuccessful various stages showed that account for nesting; when applicants future NBCTs were more corrected, effect sizes may - Nonparticipants effective than other teachers. not have been statistically Current applicants showed significant.
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From page 186... ...
Indiana N/A 2001 71; responses from IN Professional 32 (48%) Standards Board (2002)
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From page 187... ...
= applicants after going after going through the actual through the certification certification process. process Teachers who completed Teachers reported that the Sample included teachers who the certification process process helped them: were unsuccessful, but results - Develop stronger not reported for this group.
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From page 188... ...
generally found that teachers who eventually earned board certification were more effective from the outset at increasing their student's test scores than other teachers, but the studies did not provide evidence of improved effectiveness after becoming board certified. Moreover, some results implied that teachers were less effective after attaining board certification than before.
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From page 189... ...
Board certification was associated with improved respect. more effective at increasing their students' test scores after completing the process than before going through it and some showing no differences in pretest and posttest effectiveness (see Table 7-2)
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From page 190... ...
Three assignments involved reviewing materials that the researchers sent, including a videotaped lesson, a written scenario of a lesson, and a sample of student work. Their responses were recorded, transcribed, and scored by trained NBPTS assessors following the standard NBPTS rubric.
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From page 191... ...
The authors recruited teachers interested in becoming board certified and randomly assigned them to two groups. The NBPTS group went through the certification process during the time period of the study, while the comparison group postponed their application for board certification.
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From page 192... ...
Our literature review identified four survey-based studies that asked teachers about their experiences after completing the certification process. Three were large-scale national surveys sponsored by the NBPTS (National Board for Professional Teaching Standards, 2001a,d; Yankelovich Partners, 2001)
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From page 193... ...
The results from two of the surveys (National Board for Professional Teaching Standards, 2001a,d) are presented in advocacy pieces intended to promote the program, and the discussion of the findings is neither fully detailed nor objective.
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From page 194... ...
For one thing, it is limited to teachers who were successful in their attempt to earn board certification. It is not surprising that individuals who successfully complete a lengthy and difficult process feel positive about it, and it would be quite worrisome if these teachers reported negative perceptions of the process.
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From page 195... ...
As a result of board certification, teachers may develop a new enthusiasm for their teaching and thus better stimulate their students. If these are the sorts of skills that teachers develop, however, they may not manifest themselves as higher scores on standardized achievement tests.
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From page 196... ...
Furthermore, as we laid out in Chapter 7, there are many methodological issues associated with conducting studies that focus on students' standardized test scores that may depress potential effects. In our judgment, the existing research does not provide documentation that the certification process enhances teachers' skills at improving students' achievement test performance.
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From page 197... ...
Recommendation 8-3: Researchers should work with the NBPTS to obtain the information needed to study the relationships between board certification and student achievement across the various stages of board certification. These studies should examine the impacts of the certification process on teachers' effectiveness in increasing their students' test scores and specifically should examine effects for the years subsequent to the receipt of board certification.
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