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Real World Learning Objects: Educational Technology

Effective Classroom Teachers of the 21st Century

Project Overview

            Research 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. 

            The 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.

            For 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.

            To 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.