Title: National Board Certified Teachers and HardtoStaff, Low Performing Schools
1National Board Certified Teachers and
Hard-to-Staff, Low Performing Schools
Barnett Berry CCSSO State Teacher Quality Network
June 2, 2005
2NBCTs Do Not Teach in HPS(except in California)
3NBCTs Do Not Teach in HMS (except in California)
4NBCTs Do Not Teach in LPS (except in California)
5LA NBCTs Do Not Teach in the Lowest Performing
Sub- District
6New Proposals
- Capping numbers of NBCTs limiting incentives
for taking the assessment - Pay NBCTs more only if they teach in
hard-to-staff, low performing schools - Federal Teacher Incentive Fund (pay effective
teachers more for teaching in LPS
7Faulty Assumptions
- Salary and other financial incentives are
sufficient - Importing accomplished teachers is the key to the
teaching quality problems in LPS - NB process in and of itself has no professional
development value for improving schools.
8The Evidence
- Limited, but compelling research on recruiting
and retaining teachers for hard-to-staff schools - National study of NBCTs in low performing schools
(including SECTQ case of Adams in NC) - Voices from Teacher Leaders Network
9Adams Elementary School (small, grades 3-5, 75
FRL)
- Nirvana in North Carolina
- 52 are NBCTs goal is 90 (100)
- NBCTs among the most respected in the school and
teacher leadership is valued - Principal and AP are NBCTs
- Teacher evaluation draws on NB standards and
serves as an opportunity to push expectations - Cross-grade curriculum mapping built on NB
standards
10Adams Elementary SchoolThe Fruits of Their Labor
- School was rated as a North Carolina School of
Distinction for 2002-2003 2003-04 - More than 80 of students now performing at grade
level (up from less than 50 in recent years)
11(No Transcript)
12The Bottom Line
- What We Know About NBCTs and Accomplished
Teachers and hard-to-staff, low performing
schools
13Accomplished teachers
- Do not work for weak principals.
- Do not teach where they cannot apply their
teaching expertise - Want to teach with kindred spirits
- Need right resources smaller case loads
- Need incentives
14NBCTs (and other accomplished teachers)
- Need school district leadership to understand
embrace the NB process - Need to use NB process to drive professional
development - May know how to teach but may not choose to lead.
- May want to lead but lack leadership skills
- Need P.D. in collaboration and cultural
competence
15What Needs To Be Done
- Network states and districts willing to develop
comprehensive action plans - Chicago Public Education Fund
- National Education Association
- Venture capital funds
- Beyond pay for performance
- Documentation and dissemination of best practices
and policies public engagement
16976 Martin Luther King, Jr. BLvd., Ste.
250 Chapel Hill, North Carolina 27514 (919)
951-0200 SECTQ - www.teachingquality.org TLN -
www.teacherleaders.org