Transcript What Makes a Good Teacher: NBPTS

What Makes a Good Teacher:
NBPTS
Edwin D. Bell
Introduction
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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).
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).
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).
NBPTS Core Propositions
1.
2.
3.
4.
5.
Teachers are committed to students and
their learning.
Teachers know the subjects they teach and
how to teach those subjects to students.
Teachers are responsible for managing and
monitoring student learning.
Teachers think systematically about their
practice and learn from experience.
Teachers are members of learning
communities.
Teachers are committed to students
and their learning
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Accomplished teachers are dedicated to
making knowledge accessible to all
students.
Accomplished teachers understand how
students learn and develop.
Teachers know the subjects they
teach and how to teach those
subjects to students
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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.
Teachers are responsible for managing
and monitoring student learning
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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.
Teachers think systematically about
their practice and learn from
experience
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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.
Teachers are members of learning
communities
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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.
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.
References
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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
_ teachers.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