National Board Certification as Professional Development: What Are Teachers Learning?

By D. Lustick, G. Sykes. 2006

132 citations recorded by the source corpus.

This study investigated the National Board for Professional Teaching Standards’ (NBPTS) assessment process in order to identify, quantify, and substantiate learning outcomes from the participants. One hundred and twenty candidates for the Adolescent and Young Adult Science (AYA Science) Certificate were studied over a two-year period using the recurrent institutional cycle research design. This quasi-experimental methodology allowed for the collection of both cross-sectional and longitudinal data insuring a good measure of internal validity regarding observed changes between individual and across group means. Transcripts of structured interviews with each teacher were scored by multiple assessors according to the 13 standards of NBPTS’ framework for accomplished science teaching. These scores provided the quantitative evidence of teacher learning in this study. Significant pre-intervention to post-intervention changes to these individual and group means are reported as learning outcomes from the assessment process. Findings suggest that the intervention had significant impact upon candidates’ understanding of knowledge associated with science teaching with an overall effect

Subfields: Education, General Agricultural and Biological Sciences, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/e03366e17f9268ca16a0482b574f47c147c90d9b

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Citations in the corpus

Developing and assessing beginning teacher effectiveness: the potential of performance assessments (2013, background): “…quasi-experimental study that investigated learning outcomes for high school science teachers who pursued National Board Certification, Lustick and Sykes (2006) found that the certification process had a significant impact upon candidates' understanding of knowledge associated with…”
Beyond Assessment: Performance Assessments in Teacher Education. (2008, unknown): “…regard to their teaching performance (Bond, Smith, Baker, & Hattie, 2000; Darling-Hammond, Atkin, Sato, & Chung, forthcoming), reported learning (Lustick & Sykes, 2006), and student achievement gains (Cavalluzzo, 2004; Vandevoort, Amrein-Beardsley, & Berliner, 2004; Goldhaber & Anthony, 2005;…”
Teacher Performance Appraisal: More about Performance or Development? (2015, background): “Lustick and Sykes’ (2006) evaluation of the NBPTS found teachers involved in the certification process went on to apply what they had learnt in the classroom and had a newfound enthusiasm for teaching and learning.”
Strengthening Clinical Preparation: The Holy Grail of Teacher Education (2014, background): “For example, many studies suggest that candidates who have more opportunity to study and apply subject-specific teaching methods are more effective (Begle, 1979; Druva & Anderson, 1983; Ferguson & Womack, 1993; Lustick & Sykes, 2006; Monk, 1994; Monk & King, 1994).”