Assessing Accomplished Teaching Advanced-Level Certification Programs (2008) / Chapter Skim
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Appendix A: Reviews of Studies That Provided Evidence for the Evaluation
Appendix A: Reviews of Studies That Provided Evidence for the Evaluation
Pages 275-314
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. Montana's national board-certified teachers' views of the certification process.
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Question 8: To what extent does the advanced-level certification program ac complish its objectives in a cost-effective manner, relative to other approaches intended to improve teacher quality? from one used by the National Board for Professional Teaching Standards (NBPTS)
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. California teachers' perceptions of national board certification.
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. The certification system of the National Board for Professional Teaching Standards: A construct and consequential validity study.
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Ultimately, between 15 and 17 candidates were recruited for each group. Teachers' performance with regard to these dimensions was evaluated through a variety of mechanisms, including classroom observations, reviews of teacher assignments and students' work, interviews with students, student questionnaires that asked about classroom environment and climate and evaluated students' motivation and self-efficacy, and students' performance on a writing assessment.
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Analyses used the covariate model (lagged achievement test score) and the gain score model, as well as a set of student characteristics, classroom peer characteristics, and fixed effects for school by grade by administrative track by year.
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. Is national board certification an effective signal of teacher quality?
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The production function used a linear model that included these variables and the student's prior year math score to predict current scores. Some models also included variables measuring school attributes, and others included school fixed effects -- that is, indicator variables for each school that equal 1 if the student attended the school and 0 otherwise.
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From page 283... ...
The authors extended this model by adding school fixed effects, so that the effects of teacher characteristics were measured by variation within schools and differences in the student populations across schools were not confounded with the estimates of the effects of teacher characteristics. The third model used student gain scores as the dependent variable, rather than using level score as the dependent variable.
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The consistency of effects for NBCTs across multiple models for both mathematics and reading provides compelling evidence that the cohort of NBCTs in North Carolina between 1995 and 2004 raised achievement test scores more than other teachers. One shortcoming of the paper is the fact that the authors do not use longitudinal data on the teachers to study how the same teacher's students score as the teacher's NBPTS status changes.
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Arlington, VA: National Board for Professional Teaching Standards. Relevance to evaluation framework: Question 8 (Chapter 11)
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Methodology and findings: Through the National Board Resource Center at Stanford University, the authors recruited a group of middle and high school teachers interested in becoming board certified and randomly split them into 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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The production functions included the student, teacher, school, and school district characteristics. The dependent variable was student gain scores on achievement tests in mathematics and reading.
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The models were much more sensitive to the inclusion of student fixed effects, which may have been due to changes in the sample size. Comments: This was one of the first studies to evaluate the differences in achievement test performance for students of board-certified and nonboard-certified teachers (the original version of the report was released by the Urban Institute in 2004)
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. National board certification and teacher career paths: Does NBPTS certification influence how long teachers remain in the profession and where they teach?
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This method was used to estimate the effect of successfully passing the NBPTS assessment on two outcomes: the likelihood of experiencing one of the above three job transitions and the characteristics of the new schools to which they moved. The results of the analyses showed that those who obtained board certification, overall, had more mobility than those who were not board certified.
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Arlington, VA: National Board for Professional Teaching Standards. Available: http://www.caldercenter.
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Model 1 included a single indicator variable for whether or not a teacher was ever board certified during the span of the data. Model 2 estimated separate effects for the ever-board-certified group during three periods of the certification process: the years prior to application, the year of application, and the years following certification.
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. Effectiveness of national board certified teachers in terms of attitudes, classroom environments and achievement among secondary science students.
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Comments: This is the only study currently available that focuses on the impact of board-certified teachers on student outcomes other than achievement test scores. As such, it provides an example of ways to extend the array of student outcomes considered in this type of research.
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. Status of national board-certified teachers in Indiana.
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. Making use of what teachers know and can do: Policy, practice, and national board certification.
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NBCTs led many of the learning teams, although accomplished teachers who had not made that choice also filled formal leadership roles. The activities of the teams were consistent with the kinds of reflection and problem solving that are part of National Board Certification.
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It was their ability to infuse the National Board standards and the practices that paralleled the certification process into the school's professional development and improvement strategy that made the difference in the school's teaching and learning culture. Comments: This is an extensive study that provides the first information about the effects of contextual issues on NBCTs.
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Two groups participated in the study prior to undergoing the actual NBPTS assessment (the pretest groups) , and two groups participated after completing the actual assessment (the posttest groups)
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About onequarter fell into the category of "technical learning," which the authors characterize as an emphasis on acquiring techniques useful in obtaining certification but that don't necessarily carry over into teaching itself (e.g., learning how to be better candidates for national board certification but not how to be better teachers)
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For Phase I, two years of student test scores in reading and math from 307 5th grade teachers were used; 25 were board certified and 282 were not. Students' predicted test scores were determined by regressing gender, ethnicity, free or reduced-price lunch status, and English language proficiency on achievement test scores.
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Classroom observations and artifacts of teaching were gathered and compared by group. Attributes of teachers or teaching considered in this part of the study include planning and assessment practices; quality of assignments; teacher beliefs about their instructional strategies, student engagement, and classroom management; teacher questioning activity; student questioning; student time on task; management strategies and the nature of interventions; and observations that rated teachers on specified dimensions.
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. Perceived barriers to the National Board for Professional Teaching Standards certification.
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. All questions are worded positively (e.g., "participating in the NBPTS process helped me develop stronger curricula"; "participating in the NBPTS process helped me develop improved ways to evaluate student learning"; "as a result of participating in the national board-certification process, I believe I am a better teacher"; "I found that the National Board's assessment process enhanced the quality of my interactions with my students")
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• Participation in the national board certification process equips teachers to create stronger curricula (89 percent) , improves their abilities to evaluate student learning (89 percent)
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The authors cite the following findings: (1) the national board certification process is an excellent professional development experience; (2)
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For mathematics, none of the differences was statistically significant in models that include random teacher effects. For reading, differences were statistically significant in models that do and do not include teacher random effects, with the exception of grade 8, in which the effects were significant only in models that included teacher random effects.
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Arlington, VA: National Board for Professional Teaching Standards. Available: http://www.nbpts.org/UserFiles/File/ Applachian_State_study_D_-_Smith.pdf [accessed June 2008]
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Arlington, VA: National Board for Professional Teaching Standards. Available: http://www.nbpts.org/resources/research/ browse_studies?
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The field study involved interviews with faculty and staff at four schools in the sample of 47, two in Ohio and two in South Carolina. The schools were selected from the urban districts and on the basis of the percentages of NBCTs relative to the district average, with a goal of identifying schools with a "critical mass" of NBCTs.
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Some NBCTs also reported participating in district-level or state-level activities, and this seemed to vary with the number of years they had held their board certification. For example, over half of the teachers who held their certification for seven or more years, reported serving as mentors, serving as team leaders, providing professional development, supporting national board candidates, and developing curriculum materials at the district level.
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Arlington, VA: National Board for Professional Teaching Standards. Available: http://www.nbpts.org/resources/ research/browse_studies?
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For each of the activities listed above, more than half of the respondents indicated that they had been involved in these leadership activities prior to obtaining board certification. Another question asked about the impact of certification on obtaining or keeping these leadership roles.
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314 ASSESSING ACCOMPLISHED TEACHING Comments: There are two versions of this report. One is an advocacy piece called "Leading from the Classroom." The other is in the form of a memo (from Andrew Kennelly, with Yankelovich Partners, to Mary Buday, with the NBPTS)
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