Washington Education Research Association Conference December 6, 2007 Hilary Loeb Julie Kang

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Washington Education Research Association ConferenceWashington Education Research Association ConferenceDecember 6, 2007December 6, 2007

Hilary LoebHilary LoebJulie KangJulie Kang

University of Washington, SeattleUniversity of Washington, Seattle

Tracy CoskieTracy CoskieWestern Washington UniversityWestern Washington University

Nancy PlaceNancy PlaceUniversity of Washington, BothellUniversity of Washington, Bothell

Tapping the Contributions of Washington's Tapping the Contributions of Washington's Accomplished Teachers:Accomplished Teachers:

Evidence from Four Recent Studies about National Evidence from Four Recent Studies about National Board CertificationBoard Certification

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Overview of National Board (NB) Overview of National Board (NB) Certification Certification

PortfolioPortfolio• 15 subject areas and 4 15 subject areas and 4 developmental levelsdevelopmental levels

• 3 classroom-based entries3 classroom-based entries

• 1 documented accomplishments 1 documented accomplishments entryentry

Assessment CenterAssessment Center• Demonstration of content Demonstration of content knowledge at computer-based knowledge at computer-based testing centertesting center

• 6 exercises6 exercises

Monthly Support GroupsMonthly Support Groups• Regional participationRegional participation

• Orientation to processOrientation to process

• Support throughout portfolio Support throughout portfolio preparationpreparation

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Overview of PresentationOverview of Presentation

National Board for Professional Teaching Standards (NBPTS) background

Four discussions of studies about National Board Certified Teachers (NBCTs) in Washington NBCTs in high-needs schools NBCTs and the model-minority myth NBCTs as brokers for effective instruction NBCTs and teacher leadership

Questions and discussion

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DiscussionDiscussion

What assumptions do you have about NBCTs as . . . learners?   teachers?  leaders?

Please introduce yourself to someone you do not know and have a brief discussion.

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Overview of Presentation: Testing Four Overview of Presentation: Testing Four Assumptions about NB CertificationAssumptions about NB Certification

Assumption One: Placing an NBCT in a high-needs context means that students will improve.

Assumption Two: The NB Support Group process works for all teachers.

Assumption Three: NBCTs easily integrate accomplished teaching and lead others to do so as well.

Assumption Four: Leadership opportunities are available to NBCTs.

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NBPTS BackgroundNBPTS Background

Sizable investment in teacher development since 1987

Washington state represents supportive policy context Over 1,800 NBCTs Program housed in OSPI Strong state and union support and collaboration Numerous district-level supports and incentives Nonprofit organization devoted to improving conditions of

teaching Increase in stipend for NBCTs

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NBPTS BackgroundNBPTS Background

Impacts on student achievement Positive gains (Goldhaber, Perry & Anthony, 2003;

Cavaluzzo, 2004; Vandervoot, Amrein-Beardsley & Berliner, 2004)

No significant differences between NBCTs and general teacher workforce (Sanders, Ashton & Wright, 2005)

Impact of NB process on teaching Changes in science teaching (Lustick & Sykes, 2006) Changes in literacy teaching (Place & Coskie, 2006) Differences between NBCTs and general teacher

workforce (Elfers & Plecki, 2006)

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NBPTS BackgroundNBPTS Background

Distribution and assignment NBCTs are less likely to work in high-poverty schools

or schools with large proportions of students of color (Humphrey, Koppich & Hough, 2005, 2006)

Importance of state context (Sykes, Anagnostopoulos, Cannata, et al. 2005)

Impacts on teacher leadership Evidence of leadership roles and responsibilities

(Sato, Hyler & Monte-Sano, 2002) Lack of mobility to high-needs schools (Humphrey,

Koppich & Hough, 2005, 2006)

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NBCTs in High Needs Schools:NBCTs in High Needs Schools: Study Study QuestionsQuestions

1. Are NBCTs more likely than their counterparts who have not earned the advanced certificate to hold beliefs and report practices that are well-suited to the needs of students of color and students living in poverty?

2. What accounts for the shared beliefs and practices of NBCTs in high-needs schools?

3. In what ways do NBCTs in high-needs schools perceive policies and supports that might encourage larger numbers of NBCTs to work in schools serving greater proportions of students of color and those from low-income households?

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Inquiry Methodology: Iterative Mixed-Inquiry Methodology: Iterative Mixed-Methods DesignMethods Design

Fast-response surveys of WA teachers

Phase 1

Semi-structured interviews

Review of NBPTS Standards and policy documents

Phase 2

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Question 1: Comparing NBCTs and the Question 1: Comparing NBCTs and the General Population of TeachersGeneral Population of Teachers

Deeper knowledge of assessment NBCTs reported that they integrate assessment into classroom

instruction more extensively (35% vs. 13% strongly agree) Greater engagement in professional learning

NBCTs invest more time: 6.6 vs. 5.9 days in calendar year Greater participation in teacher leadership

NBCTs more frequently reported selecting textbooks and other instructional materials (89% vs. 56% reporting a fair amount or a great deal of involvement)

Stronger affinity for cultural competence NBCTs more likely to discuss issues of race, language and ability that

are part of our world (89% vs. 65% a moderate amount or a great deal) Need for continued growth in serving students of color

Half of NBCTs do not see themselves as very prepared to manage the diverse learning needs in their classrooms

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Question 2: Accounting for the Shared Beliefs Question 2: Accounting for the Shared Beliefs and Practices of NBCTs - NB Certification and Practices of NBCTs - NB Certification EffectsEffects

Greater use of collaborative learning structures associated with NB Certification experience

Increased use of and formative assessment and use of multiple assessment tools

Greater rigor in instruction Greater flexibility in viewing

student progress Deepened knowledge of

individual students Outreach to parents and

caregivers

I would say, the beginning of my teaching career we studied something and then we’d take the test. And I would say I’ve And I would say I’ve gotten much more…my gotten much more…my assessments become much assessments become much more multifaceted.more multifaceted. And so we’ll have discussions, and I’m getting much better...So I have group open book quizzes, not just end of book tests. I have the kids do presentation or essays or writing poetry. I would say I do a lot of variety. It’s no longer read the book and answer the question (Interview, Laura Pritchard, 5/8/06).

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Question 2: Accounting for the Shared Beliefs Question 2: Accounting for the Shared Beliefs and Practices of NBCTs - Characteristics not and Practices of NBCTs - Characteristics not Linked to NB CertificationLinked to NB Certification

Commitment to social justice

Critical stance about public education

Varied use of multicultural curricula

Use of knowledge construction practices

Preparing students for civic life

I’d say the Board process, I don’t I’d say the Board process, I don’t think it really emphasized my think it really emphasized my sensitivity. I think it, again, it sort sensitivity. I think it, again, it sort of validated it because the of validated it because the majority of my work has been majority of my work has been with kids with exceptional needs with kids with exceptional needs and kids from difficult homes and and kids from difficult homes and troubled backgrounds and ethnic troubled backgrounds and ethnic differences.differences. And one of the things that I’ve tried to incorporate into my career and into my life and to who I am as a teacher is to have awareness of those differences and to have some sensitivities (Interview, Stephen Holden, 5/18/06).

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Question 3: Perceptions of Policy Supports of Question 3: Perceptions of Policy Supports of NBCTs in High-Needs ContextsNBCTs in High-Needs Contexts

Stable, collegial work environments may be a factor in success

Important policy tools NBPTS Standards NB candidate support

groups Stipends Professional networks Leadership

opportunities

I find again, National Board I find again, National Board teachers talk about, discuss, teachers talk about, discuss, throw ideas off each other throw ideas off each other that you don’t find…at least I that you don’t find…at least I don’t find in my school that don’t find in my school that I’m in. I’m in. And so it’s a different level of professionalism. And I enjoy that. So I always try to go. They’re wonderful people and very knowledgeable and I always walk away with a new book title or something I can implement in my classroom (Interview, Beth Kantor, 6/24/06).

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Question 3: Perceptions of Policy Supports of Question 3: Perceptions of Policy Supports of NBCTs in High-Needs ContextsNBCTs in High-Needs Contexts

Factors inhibiting growing the number of NBCTs Perception of unfairness Lack of feedback Perception of difficulty

Preference for program supporting NB candidates in high-needs contexts over incentives to move schools

And if in fact that teacher has And if in fact that teacher has been in the same school and it’s been in the same school and it’s a high needs school, the idea of a high needs school, the idea of supporting them in their supporting them in their certification pursuit within that certification pursuit within that school, it seems to me, school, it seems to me, intuitively, with no data behind intuitively, with no data behind me, that they would be more me, that they would be more likely to continue in their home likely to continue in their home school.school. What we don’t know is once they achieve that stature of NB certification and become a hotter commodity in the job market, would they then be drawn away (Interview, Wendy Loring, 5/31/06).

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DiscussionDiscussion

What finding in this study was most interesting to you? Why?

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Model Minority Myth: Asian American Model Minority Myth: Asian American Teachers’ Experience with the NBCTeachers’ Experience with the NBC

Most did not question the system, even in its inequity and brutality; if they were skilled enough, cunning enough, hard-working enough, they would get what they needed with the system.

(Maxine Greene, 1998)

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Model Minority Myth in WashingtonModel Minority Myth in Washington

1,332 Asian American teachers in Washington 11 Asian American NBCTs, including three

NBCTs from other states (OSPI, 2004)

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Research QuestionsResearch Questions

What are Asian American teachers’ experiences with the NB process in Washington State?

Do cultural issues, such as communicative competency, interact with systems of support for Asian American NB candidates, and if so, how?

What conditions and dynamics within their schools and home communities propel or inhibit Asian American NB candidates through the NB process?

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Factors that May Influence Asian Factors that May Influence Asian American Participation in NBPTSAmerican Participation in NBPTS

Figure 1- Factors That May Influence Asian American Participation in NBPTS

4) Cultural conditions and

dynamics surrounding the

candidate’s participation in

NBPTS

3) Candidate’s communicative competency in

oral and written form

2) Perceptions of what the

candidate needs, based on the

Model Minority Myth

1) Candidate’s membership in

supportive communities of

practice

Asian American participation in

NBPTS -attempting -persisting

-completing

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Research Design and MethodsResearch Design and Methods

Multi-case study, using ethnographic field methods

Critical ethnography Participants & setting Data Sources and Procedures

Focus group interviews Interviews Artifacts and interviews with facilitators Observations

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Motivations for NBCTsMotivations for NBCTs

“How do I measure up?” (David interview, 2005) “Is my teaching intentional?” (Barbara interview,

2005) “It’s a very intellectual process.” (Susan

interview, 2005) “I was getting board and wanted the rigor of the

certification process.” (Sally interview, 2005)

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Motivations for Teachers Who Did Not Motivations for Teachers Who Did Not Achieve CertificationAchieve Certification

“Increase salary while staying in the classroom” (Kyle interview, 2005)

No “strong” motivation (Kelly interview, 2005) “Impact student learning” (Amy interview, 2005)

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Support Group Experience of Candidates Support Group Experience of Candidates Who Did Not CertifyWho Did Not Certify

“Maybe being Asian, they (the facilitators) assumed that I was doing everything right… they’ll say it’s good” (Amy interview, 2005)

“It’s the connection…that makes a whole world of difference” (Kelly interview, 2005)

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Communicative Competency for Non-Communicative Competency for Non-Native SpeakersNative Speakers

“A lot of first generation Americans might not fare well in this sort of process. It’s just hard, it’s hard to do that, going back and I look, I value my fellow teacher’s comments about obvious ELL mistakes, I call them. When you write and there are places where I make plenty of [English Language Learner] mistakes and it’s hard to avoid them.” (David interview, 2005)

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Research Findings: Implications for Research Findings: Implications for PracticePractice

Create candidate centered support Understand the role of culture in learning Keep candidates’ processing styles in mind Appreciate candidates’ multiple intelligences Recognize learning style preferences

Build a learning community Establish a sense of belonging Improve communication structures & address the

writing challenge Foster a collaborative learning environment Provide effective feedback

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DiscussionDiscussion

How did this study confirm and/or challenge your assumptions about supporting NB candidates?

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National Board Teachers as Brokers for National Board Teachers as Brokers for Effective Instruction:Effective Instruction: Inquiry Questions Inquiry Questions

What have NBCTs learned about their instructional practice by participating in the certification process?

How is this learning manifested in classrooms or school situations?

How might NBCTs integrate their new understandings into their school communities?

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Learning from the NB Process: Core Learning from the NB Process: Core Propositions and StandardsPropositions and Standards

Appropriation of NB Core Propositions and Standards Standard - “Knowledge of Students”

(Place & Coskie, 2006) Standard – “Advancing Student Learning”

(Lustick & Sykes, 2006) Standard – “Knowledge of Assessment”

(Darling-Hammond, Atkin, Sato, Chung, Dean, Greenwald, Hyler, Kelly, Vaughn, 2007; Lustick & Sykes, 2006)

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Learning from the National Board Learning from the National Board Process: Conceptual ToolsProcess: Conceptual Tools

Appropriation of conceptual tools Portfolio questions provided a protocol that:

Emphasized the importance of meeting the needs of all children

Focused teachers on fundamental aspects of curriculum and instruction

Guided teachers through an assessment-goal setting-instruction-assessment cycle

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Communities of Practice Communities of Practice (Wenger, 1998)(Wenger, 1998)

Community of Practice Teachers “tune their enterprise” to the NB’s idea of

“accomplished” practice. Teachers develop a “shared repertoire” –

appropriating conceptual pedagogical tools that mediate how they approach their work.

Teachers identify themselves as NBCTs.

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Multiple Communities of PracticeMultiple Communities of Practice

Yet, teachers belong to other communities of practice as well: Grade level teams or academic departments School and district Professional associations

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Tensions for NBCTsTensions for NBCTs

Knowledge of Students Standardized curriculum

Knowledge of Curriculum Rethinking purposes

Knowledge of Assessment Mandated vs. formative

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BrokeringBrokering

“Brokers are able to make new connections across communities of practice, enable coordination, and – if they are good brokers – open new possibilities for meaning” (Wenger, 1998).

Brokers negotiate between perspectives through: Translation: exporting/importing new ideas Coordination: creating connections Alignment: questioning

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NBCTs as BrokersNBCTs as Brokers

NBCTs as potential brokers Legitimacy Mobilizing attention Address conflicting interests Facilitate transactions

What’s at stake Living on the boundaries/”Uprootedness” Being pulled away from one community Being rejected by a community

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DiscussionDiscussion

How have NBCTs acted as brokers in your school and district?

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NBCTs and Teacher Leadership: NBCTs and Teacher Leadership: Study Study QuestionsQuestions

1. How has NB certification changed the nature of activities and professional opportunities in which teachers are engaged?

2. How do NBCTs view their roles and how well supported do they feel to pursue leadership opportunities?

3. To what extent are NBCTs willing to move to high-needs schools and what role do incentives play in influencing their consideration of such a move?

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Inquiry Methodology: Web-Based Inquiry Methodology: Web-Based Surveys of NBCTsSurveys of NBCTs

N=398 survey responses (return rate of 48%) Linkage of survey responses to state personnel

and school-level demographic datasets Survey participants closely approximate

statewide NBCT characteristics

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Question 1: Leadership Changes Question 1: Leadership Changes Following Earning NB CertificateFollowing Earning NB Certificate

Changes in leadership role 48% report increase in school level leadership 56% report increase in district level leadership 32% report increase in state level leadership

Other activities include… Developing and facilitating study groups, workshops

and professional development Mentoring or coaching other teachers

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Question 2: Supports for NBCTs’ Question 2: Supports for NBCTs’ Leadership ActivitiesLeadership Activities

Participation in leadership? 88% feel supported 60% believe building does a good job of “tapping their

leadership skills” Time is greatest barrier

More likely, if opportunities are…. Aligned with teachers’ interest and skills In close proximity to the classroom

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Question 3: NBCTs’ Mobility and Question 3: NBCTs’ Mobility and Willingness to MoveWillingness to Move Only 22% of NBCTs

move following certification

54% would be “somewhat” or “very willing” to move to a higher-poverty or struggling school (no incentives)

Incentives substantially increase willingness to move

How willing would you be to move from your current work location to a higher-

poverty or struggling school?

Unwilling at this time

46%

Very willing13%

Somewhat willing41%

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Question 3: NBCTs’ Mobility and Question 3: NBCTs’ Mobility and Willingness to MoveWillingness to Move

0%

20%

40%

60%

80%

100%

Somewhat or VeryWilling

Unwilling

A $10,000 annual bonus

A significant reduction inclass size

More compensated timefor planning andpreparation

More compensated timeto work with otherteachers

An opportunity to movewith at least one otherNBCT

A full-time instructionalaide

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NBCTs and Leadership: Four Policy IssuesNBCTs and Leadership: Four Policy Issues

Increasing supply and diversity Ensuring equal access Fully utilizing NBCTs Supporting NBCTs as leaders

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Implications across Studies:Implications across Studies:Reconsidering Assumptions about NBCTsReconsidering Assumptions about NBCTs

Prior Assumptions One and Two: Placing an NBCT in a high-needs context

means that students will improve. The NB Support Group process works for all

teachers. Reconsideration . . .

Need for targeted, flexible supports Need for cultivating a community of practice Need to better understand the contexts and

conditions of NBCTs’ work in high-needs contexts

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Implications across Studies: Implications across Studies: Reconsidering Assumptions about NBCTsReconsidering Assumptions about NBCTs

Prior Assumptions Three and Four: NBCTs easily integrate accomplished teaching

and lead others to do so as well. Leadership opportunities are available to

NBCTs. Reconsideration . . .

Need to develop awareness of NBCTs’ contributions as brokers within schools, districts, and the state

Need to harness evolving interests and knowledge of NBCTs

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For more information about these studies, please contact: Tracy Coskie – [email protected] Julie Kang – [email protected] Hilary Loeb – [email protected] Nancy Place – [email protected]

Special thanks go to: The Center for Strengthening the Teaching

Profession The Center for the Study of Teaching and Policy