Re: Peter F. on NBPTS

[Art Burke <aburke@VANSD.ORG>]

>>> mkluznik@HOTMAIL.COM 09/21 3:20 PM >>>
Peter,
You never really did answer my question, "What is the body of knowledge
necessary for teaching in an elementary classroom?"  Clearly, there must be
some body of knowledge that can be measured as the NBPTS board is in the
business of measuring it.
---------------------------------
I do not know if this is what you wanted, but the following is from the NBPTS site:
http://www.nbpts.org/


Q: What are the NBPTS Standards?
A: At the core of the National Board Certification process are standards that describe the highest level of teaching in different disciplines and with students at different developmental levels. These standards represent a consensus among accomplished teachers and other education experts about what accomplished teachers should know and be able to do.

Q: On what are the NBPTS Standards based?
A: The NBPTS Standards for every field and developmental level are centered on five core propositions that express the effectiveness, knowledge, skills, dispositions, and commitments of the accomplished teacher:

    * 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.

The NBPTS Standards also draw from standards for teacher preparation, licensing, and curriculum developed by various disciplinary organizations (e.g., the National Council of Teachers of Mathematics and the American Association for the Advancement of Science), state departments of education, and other education organizations and institutions. The committees of educators who write the NBPTS Standards interact regularly with these organizations, inviting their input, advice, and commentary.

Q: Are the NBPTS Standards realistic? Are they attainable, and do they take into account the varying conditions and circumstances that affect teachers' practice?
A: The practicing teachers and teacher educators who write and review the NBPTS Standards make sure that the standards are rigorous but attainable and realistic, not idealistic.

The NBPTS Standards for every field emphasize the importance of creating learning environments that offer all students an equal opportunity to learn. They also take into account the effect of differences in students' developmental levels and backgrounds on teachers' practice. The NBPTS Standards are designed to accommodate the variety of settings in which teachers work, reflect the reality of a range of teaching circumstances, and describe the multiple approaches teachers might take to reach curricular and pedagogical objectives.

Art

--------------------------------------------------------------------------
To unsubscribe from the ARN-L list, send command SIGNOFF ARN-L
to LISTSERV@LISTS.CUA.EDU.