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What Makes a Good Teacher: NBPTS. Edwin D. Bell. Introduction.

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Introduction

  • 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).


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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).


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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).


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NBPTS Core Propositions

  • 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.


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Teachers are committed to students and their learning

  • Accomplished teachers are dedicated to making knowledge accessible to all students.

  • Accomplished teachers understand how students learn and develop.


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Teachers know the subjects they teach and how to teach those subjects to students

  • 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.


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Teachers are responsible for managing and monitoring student learning

  • 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.


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Teachers think systematically about their practice and learn from experience

  • 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.


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Teachers are members of learning communities from experience

  • 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.


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Recommendations from experience

  • 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.


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References from experience

  • 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


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