Impact Studies
"Learning from the National Board Portfolio Process:
What Teachers Discovered about Literacy Teaching and Learning" explores
the professional growth of teachers as National Board candidates. Eight case studies
detail the changes in instruction and practice that these teachers experience
because they took advantage of this opportunity to learn.
The most essential
change came in the form of purposeful instruction. Teachers resoundingly stated
that their instructional methods became more intentional and well planned as they
aligned their goals, instruction and assessment. They used more planning tools,
wrote and mapped out units prior to instruction and collaborated or observed other
teachers. By avoiding using the same lessons they have used for years or ignoring
the latest trend, they saw real strides in student learning. Aligning goals, instruction
and assessment and sharing expectations with students made their teaching more
intentional and motivated students because they knew what was expected of them
and rose to the challenge.
To read the executive summary click
here (pdf 9.56K). To read the complete text click
here (pdf 148K).
First
Large-scale Report Which Shows that Students Learn More From NBPTS
Dan Goldhaber, a researcher for the UW Center on Reinventing Public Education
just published a report
that "provides the first large-scale evidence
on whether or not NBPTS certification successfully identified teachers who will
raise student achievement..... Controlling for a wide range of variables, the
researchers find that National Board Certified Teachers:
- are more
effective at raising student achievement than teachers who pursue, but fail to
obtain, NBPTS certification
- are more effective at raising student achievement
outside of the year in which they apply than teachers who do not pursue NBPTS
certification
- have a greater impact with younger students
- have a greater
impact with low-income students To read more, here are links directly to the
press release and the report summary: http://www.crpe.org/workingpapers/pdf/NBPTSquality_release.pdf http://www.crpe.org/workingpapers/pdf/NBPTSquality_brief.pdf The
working paper is 43 pages long: http://www.crpe.org/workingpapers/pdf/NBPTSquality_report.pdf
National Board Demonstrates
Impact On Student Learning
By Allan Morasch TEACHERS SAY
The National Board process, through the sharing of knowledge, materials, curriculum
and experiences, has helped many teachers gravitate to leadership roles within
their departments, schools, districts, the community at large and even at the
state level. ADMINISTRATORS SAY
For the greatest number of principals
interviewed, the National Board process proved to be one of the most effective
tools available for increasing teacher competence, thereby increasing student
learning, and, most of all, boosting their entire school through the teacher leadership
that was most often a result of participation in the program. They cited benefits
to the whole school, the provision of incentives for keeping excellent teachers
in the classroom, and the power of professional reflection for improving student
learning.
For a short summary of the study, click
here
For the full report, click
here (PDF 336 KB)
"Constructivist
Teaching and Student Achievement: The Results of a School-level Classroom Observation
Study in Washington"
Jeffrey Fouts, PhD. Washington
School Research Center February 2003
http://www.spu.edu/orgs/research/currentresearch.html
WSRC observed almost seven hundred classrooms in thirty-four schools in Washington
State to answer the question, “ Can constructivist teaching predict school-level
achievement beyond the effects of low income?”
Findings:
**Relationship between family income and student achievement were expected
and consistent with many other studies that used aggregated school-level data
(Students in schools with lower family income received less intellectually demanding
instruction)
**There was a strong relationship between constructivist
teaching practices and student achievement
**The state EALRs and WASL
complemented this type of teaching
**17% of classrooms that were observed
had strong constructivist teaching
Data sources included:
** Teaching Attributes Observation Protocol (TAOP) which contains seven lesson
components **Holistic scores for each classroom which were combined from the
researchers who completed the observations
**School-level WASL scores | 
