Hilary Loeb University of Washington Human Services Policy Center

1. National Board Certification as a Support for Work with Historically Underserved Students: A Case Study of Washington State Teachers Hilary Loeb University of Washington Human Services Policy Center Washington Education Research Association December 7, 2007

2. Overview of National Board (NB) Certification • Portfolio • 15 subject areas and 4 developmental levels • 3 classroom-based entries • 1 documented accomplishments entry • Assessment Center • Demonstration of content knowledge at computer-based testing center • 6 exercises • Monthly Support Groups • Regional participation • Orientation to process • Support throughout portfolio preparation

3. National Board for Professional Teaching Standards (NBPTS) Background Sizable investment in teacher development since 1987 Emerging positive evidence Positive impact on instruction Association with improvements in student learning Difficulties with the process Teachers of color and teachers working with historically underserved populations underrepresented Critiques of validity of the assessment

4. National Board for Professional Teaching Standards (NBPTS) Background Number of NBCTs in Washington • Washington state represents supportive policy context • Over 1,800 NBCTs • Program housed in OSPI • Nonprofit organization devoted to improving conditions of teaching • Strong collaboration between state and union • Increase in stipend for NBCTs

5. National Board for Professional Teaching Standards (NBPTS) Background Selected Teacher Characteristics in 2005-2006 School Year for WA • NBCTs compared with all teachers in Washington • Higher proportion clustered in Puget Sound region • Smaller proportion in high-poverty schools • Smaller proportion in schools with higher proportions of students of color • Defining high-needs schools is imprecise • Poverty measure of school • Proportions of students of color • Property wealth • Student achievement • Proxy for this study was 30% students of color

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

7. Study Framework: Accomplished Teaching of Students from Historically Underserved Racial, Ethnic and Socioeconomic Groups

8. Study Framework: National Board Certification in Washington State: Framework for Policy Actions and Policy Concerns

9. Study Methodology: Iterative Mixed-Methods Design Phase 1 Phase 2 Fast-response surveys of WA teachers Semi-structured interviews Review of NBPTS Standards and policy documents

10. Study Methodology: Iterative Mixed-Methods Design The analytic approaches in each methodology also included triangulation of key claims through they assertions that came through other analyses.

11. Study Methodology: Making Sense of NB Certification as a Multifaceted Experience Data analysis led to a more nuanced view of NB Certification Four interrelated aspects of NB Certification guided the development of key study claims Shared characteristics of teachers who successfully earn National Board Certificates Change in beliefs and practices associated with: Portfolio preparation Support group participation New status as accomplished teachers

12. Question 1: Comparing NBCTs and the General 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 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

13. Question 1: Comparing NBCTs and the General Population of Teachers Greater likeliness to cite school climate as a reason to move schools NBCTs more frequently reported school values and mission (41% vs. 16%) as moderate or strong reasons to move Greater likeliness to cite collegiality as a reason to move schools NBCTs more frequently reported that the amount of time and events that make collaborative work possible as moderate or strong reasons to move (47% vs. 24%) 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) No differences in participation in mentoring activities One-third of teachers from both groups reported this activity

14. Question 2: Accounting for the Shared Beliefs and Practices of NBCTs - NB Certification Effects 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 gotten much more…my assessments become much 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).

15. Question 2: Accounting for the Shared Beliefs and Practices of NBCTs - Characteristics not Linked 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 think it really emphasized my sensitivity. I think it, again, it sort of validated it because the majority of my work has been with kids with exceptional needs and kids from difficult homes and troubled backgrounds and ethnic 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).

16. Question 2: Accounting for the Shared Beliefs and Practices of NBCTs - Varying Treatment of Self-Awareness in NBPTS Standards NBPTS Early Childhood Generalist Standards: They consider the roles their own cultural background, biases, values, and personal experiences play in their teaching (p. 60). NBPTS English as a New Language Standards: Teachers consider the effects of their own cultural backgrounds, biases, values, and personal experiences on their teaching.They are alert to their own philosophical, cultural, and experiential biases and take these into account when dealing with students whose background, beliefs, or values may differ substantively from their own. They carefully work through such differences and treat students fairly(p. 48).

17. Question 3: Perceptions of Policy Supports of NBCTs 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 teachers talk about, discuss, throw ideas off each other that you don’t find…at least I don’t find in my school that 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).

18. Question 3: Perceptions of Policy Supports of NBCTs in High-Needs Contexts Preference for program supporting NB candidates in high-needs contexts over incentives to move schools Factors inhibiting growing the number of NBCTs Perception of unfairness Lack of feedback Perception of difficulty Key organizational contexts State Districts Schools And if in fact that teacher has been in the same school and it’s a high needs school, the idea of supporting them in their certification pursuit within that school, it seems to me, intuitively, with no data behind me, that they would be more likely to continue in their home 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).

19. Study Limitations and Approaches to Addressing Them Reliance of self-reports in surveys and interviews Triangulation among claims found in surveys, interviews and document analyses Small sample size for surveys Decision rule of including differences in responses greater than 15% No secondary NBCTs outside of Language Arts and no non-White NBCTs in interview sample Can not generalize to the beliefs and practices of all NBCTs in high-needs contexts Subjectivity an inherent part of qualitative research Honest self-presentation, ongoing reflection, member checks and discussion of challenges I encountered throughout the research process

20. Implications and Further Questions NB Certification as both capacity building and system changing? Transfer of responsibility for student learning to teacher following NB Certification Potential of critical mass of NBCTs in a building and/or district Promising lines of inquiry: longitudinal designs that depict instructional and leadership practices Potential roles of schools and districts Need for greater awareness of school and district leaders of NB Certification Need for targeted support in high-needs contexts Promising lines of inquiry: case studies probing mechanisms of support in high needs contexts

21. Implications and Further Questions Missed Opportunities in the NB Certification Process Do silences in the study indicate lack of attention to certain multicultural practices in the NB Certification process? Varying treatment of multicultural practices in NBPTS standards Mixed implementation of multicultural curriculum and materials Limited discussion of civic preparation Limited discussion of knowledge construction How could NB Certification better support teachers’ growth in aspects of their cultural competence? Revisions to portfolio entries Revisions to standards Revisions to standards acceptance procedures Focused support group activities

22. Thank You Center for the Study of Teaching and Policy Center for Strengthening the Teaching Profession University of Washington College of Education Washington Education Research Association For more information please contact Hilary Loeb at hloeb@u.washington.edu