shows that teacher quality is a significant factor in closing the
achievement gap between middle income students and minority low income
students. Recognizing that
effective classroom teachers use expert knowledge, specific skills, and
critically reflective dispositions to make professional judgments about
their students’ learning and achievement, the National Board for
Professional Teaching Standards (NBPTS) was formed in 1987 to advance and
maintain high and rigorous standards for what accomplished teachers should
know and be able to do.
knowledge, skills, and dispositions that define and characterize what
accomplished teachers should know and be able to do are clustered under
five core propositions that elaborate the principles of the NBPTS and
provide a basis for the standards used in developing the assessments toward
National Board Certification.
this RWLO, students in an introduction to education community college level
course will access an original document prepared by NBPTS that presents and
discusses the five core propositions of an accomplished teacher. After reading the NBPTS document,
students will listen to excerpts from the North Central Regional Educational
Laboratory’s (NCREL), “Voices of Teachers Talking about
Teaching,” and identify the key behaviors that the teacher being
interviewed is talking about.
Next, students will use the key behaviors to identify the
corresponding NBPTS core proposition.
show their understanding of the five core propositions, students will end
this lesson by posting one example on the class on-line bulletin board from
their field work that demonstrates one of the five core propositions and
one response to a peer’s posting focusing on whether they agree or
disagree with the peer’s decision as to which core proposition(s)
applies to the field work example.