Certifying Accomplished Teachers
A Critical Look at the National Board for Professional Teaching Standards
Bibliographic Data
| ID | 11259779 |
|---|---|
| Authors | Dale Ballou (Vanderbilt University, corresponding author) |
| Year | 2003 |
| Volume | 78 |
| Issue | 4 |
| Pages | 201-219 |
| Publication date | 2003-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15327930pje7804_10 |
| OpenAlex | W2024979897 |
| Language | EN |
| Citations received | 3 |
Thirty-five states and more than 400 districts offer incentives to teachers who are certified as "accomplished" by the National Board for Professional Teaching Standards. However, the board's criteria for assessing teachers are not universally accepted and may conflict with criteria important to local authorities. The board relies on a very slender evidentiary basis for assessments. It is unable to authenticate or verify the accuracy of the materials it receives. The secrecy surrounding the board's assessments means teachers who fail do not know the reasons why. The involvement of teacher unions in the board constrains the uses to which board assessments can be put. These issues raise the question of whether it is cost-effective to rely on the board to identify accomplished teachers rather than improve local efforts
Board certification · Business · Certification · Economics · Engineering ethics · Incentive · On board · Political science · Professional standards · Public relations · Secrecy · Diverse Educational Innovations Studies · Engineering · Law · Psychology · Teacher Education and Leadership Studies · Accounting
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 2006 - 2012 (7) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |