cluding how teachers are recognized and rewarded for receiving NBPTS certification. These include the granting of a state license for teachers transferring into the state, salary increases and bonuses, and opportunities to assume new roles. (See <> for a summary of state incentives.)

The NBPTS’s direct involvement in professional development and support activities is limited. For instance, the board offers short-term institutes for “facilitators” who plan to support candidates for certification and a series of “Teacher Development Exercises” that can be purchased and used in local workshops. NBPTS does, however, work informally with state and local education agencies and with teacher education institutions to support and publicize local initiatives (see Box F-4). For instance, NBPTS provides a list of ways that state and local education agencies and institutions might support its work and offers contact information for local agencies to interested teachers. In addition, NBPTS’s web page contains information about the activities of its affiliates and provides examples of the variety of professional roles that board-certified teachers have assumed. It should be noted that while NBPTS supplies information on local contacts and activities, it does not monitor the quality, relevance, or usefulness of this information.

Through its certification assessments and related activities, NBPTS hopes to “leverage change” in the contexts and culture of teaching. The board hopes to (1) make “it possible for teachers to advance in responsibility, status, and compensation without having to leave the classroom” and (2) encourage “among teachers the search for new knowledge and better practice through a study regimen of collaboration and reflection with peers and others” (National Board for Professional Teaching Standards, 1996:7).



Connecticut, working in collaboration with the Interstate New Teacher Assessment and Support Consortium (INTASC), provides an example of a state that has implemented a licensing system that relies on performance assessments. Connecticut’s Beginning Educator Support and Training program is a comprehensive three-year induction program that involves both mentoring and support for beginning teachers as well as a portfolio assessment. The philosophy behind Connecticut’s teacher preparation and induction program is that effective teaching involves more than demonstration of a particular set of technical skills. The program is based on the fundamental principle that all students must have the opportunity to be taught by a caring, competent teacher and that, in addition to command of subject matter, effective teaching requires a deep concern about students and their success, a strong commitment to student achievement, and the

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