What Makes a Good Teacher: NBPTS

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What Makes a Good Teacher NBPTS

• Edwin D. Bell

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Introduction

• In 1983 the federal government released a report
  titled, A Nation at Risk. The members of the
  commission who developed the report argued that
  declines in educational performance are the
  result of inadequacies in content, expectations,
  time, and teaching (National Commission on
  Excellence in Education, 1983).

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Introduction (continued)

• In 1986, the Carnegie Task Force on Teaching a
  profession issued a report, A Nation Prepared
  Teachers for the 21st Century. The leading
  recommendation of the report called for the
  creation of a National Board for Professional
  Teaching Standards (National Board for
  Professional Teaching Standards, 1989).

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Introduction (Continued)

• The National Board, established in 1987, issued a
  1989 policy statement, What Teachers Should Know
  and Be Able to Do, This policy statement
  identified five core propositions for
  accomplished teachers (National Board for
  Professional Teaching Standards, 1989).

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NBPTS Core Propositions

1. Teachers are committed to students and their
   learning.
2. Teachers know the subjects they teach and how to
   teach those subjects to students.
3. Teachers are responsible for managing and
   monitoring student learning.
4. Teachers think systematically about their
   practice and learn from experience.
5. Teachers are members of learning communities.

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Teachers are committed to students and their
learning

• Accomplished teachers are dedicated to making
  knowledge accessible to all students.
• Accomplished teachers understand how students
  learn and develop.

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Teachers know the subjects they teach and how to
teach those subjects to students

• Accomplished teachers have a rich understanding
  of the subjects they teach.
• Accomplished teachers command specialized
  knowledge of how to convey and reveal subject
  matter to students.

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Teachers are responsible for managing and
monitoring student learning

• Accomplished teachers create enrich, maintain and
  alter instructional environments to make the most
  effective use of time and to capture and sustain
  the interest of their students.
• Accomplished teachers can assess the progress of
  individual students and the whole class.

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Teachers think systematically about their
practice and learn from experience

• Accomplished teachers are models of educated
  persons, exemplifying the virtues they seek to
  inspire in students curiosity, tolerance,
  honesty, fairness respect for diversity and
  appreciation of cultural differences.
• Accomplished teachers draw on their knowledge of
  human development, subject matter and
  instruction, and their understanding of students
  to make principled judgments about sound practice.

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Teachers are members of learning communities

• Accomplished teachers contribute to the
  effectiveness of the school by working
  collaboratively with other professionals on
  instructional policy, curriculum development and
  staff development.
• Accomplished teachers find ways to work
  collaboratively and creatively with parents,
  engaging them productively in the work of the
  school.

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Recommendations

• Please read and study the five core propositions
  and their indicators of an accomplished teacher
  until you have internalized them as one of the
  sets of rubrics that guide your reflection on
  your professional development throughout the
  remainder of you career.

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References

• National Board for Professional Teaching
  Standards. (1989). What Teachers Should Know
  And Be Able To Do. Retrieved on January 2, 2008
  from http//www.nbpts.org/UserFiles/File/what_ te
  achers.pdf
• National Commission on Excellence in Education.
  (1983). A Nation at Risk.
• Retrieved on January 2, 2008 from
  http//www.ed.gov/pubs/NatAtRisk/findi ngs.html