The National Board for Professional Teaching Standards first published “What Teachers Should Know and Be Able to Do” in 1989. They later updated the document in 2016. The NBPTS Standards now drive the instruction of over 125,000 NBCTs nationwide in 25 certificate areas.
The NBPTS standards are written as a guide for what TEACHERS should be doing to affect student learning. These standards and the fact that you can connect your teaching practice to them in writing, help the assessors know you understand what is affecting growth in your students and why/how you can continue to see future impact on student learning.
State or Common Core Content Standards – What are they and why do they matter?
State or Common Core Standards for instruction are written as what STUDENTS should be doing to prove mastery of grade level skills they should know and be able to do in each content area. These standards drive content and pedagogical planning and instruction by teachers to make sure the students can master the goals set within each strand and content area.
The verbs used in these goals and objectives are measurable and should be translated into effective teaching practice by aligning them into units of study where you begin with the end in mind. The clearer you are as a teacher about what you expect the student to know and be able to do in the end, the higher student proficiency will be and the easier it is to plan from the assessments backwards to the activities. The end is the mastery of these objectives by every student in your classroom. Hence, proving that student achievement depends on assessment driven instruction.
NBPTS Standards – What are they and why do they matter?
National Board Standards define what accomplished teachers should know and be able to do in 25 certificate areas. They cover 16 different subject areas and four developmental levels and they reflect the Five Core Propositions from the National Board of Professional Teaching Standards. These standards will identify the specific knowledge, skills and attitudes that accomplished teachers embody. Going into the NBPTS process most candidates may only embody a portion of these standards/competencies. However, by the end of a teacher’s NBPTS journey he/she will exemplify them and have become “that kind of teacher.” Yay!
Following these standards for being a highly effective teacher will ensure teachers illustrate a high level of professional judgment in their actions throughout a variety of different settings including within one’s own classroom, school community, home communities and wider district/state/national communities.
These standards are your teacher’s bible when going through the initial process for NBPTS certification. Never underestimate their power!