By David Lustick
For somebody who used to be a candidate for nationwide Board certification or should be a candidate sooner or later, Certifiable: instructing, studying, and nationwide Board Certification is a must-read booklet. Dr. Lustick (NBCT, 1998 & 2008) explores all facets of the certification technique in an obtainable and significant sort. Lustick makes use of his personal substantial reports as a technology instructor, nationwide Board candidate, nationwide Board assessor, and academic researcher to supply facts of NBPTS as a chance for pro progress. What are lecturers studying from nationwide Board certification? Dr. Lustick interviewed greater than a hundred and forty lecturers from forty two states to discover a solution. In a report back to congress, the nationwide study Council defined Dr. Lustick's paintings as considered one of purely reviews 'that objectively evaluated the influence of [certification] on academics' practices.' even if a candidate was once eventually pointed out as entire or no longer, David Lustick's examine exhibits that certification bargains all applicants an opportunity to enhance their perform. This booklet offers academic stakeholders a huge source for realizing NBPTS as a method to enhance instructor caliber in an atmosphere of excessive stakes trying out.
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Extra resources for Certifiable: Teaching, Learning, and National Board Certification
How well does the teacher understand his or her subject matter? 3. To what extent does the teacher manage and monitor student learning? indb 29 10/14/10 9:18 AM 30 CHAPTER 2 4. Does the teacher think systematically about his or her practice? 5. To what degree is the teacher a member of the learning community? 6. What evidence is presented that might answer these questions? These five examples of teaching originated from interviews with candidates conducted as part of the study described in chapter 4.
To what extent does the teacher manage and monitor student learning? indb 29 10/14/10 9:18 AM 30 CHAPTER 2 4. Does the teacher think systematically about his or her practice? 5. To what degree is the teacher a member of the learning community? 6. What evidence is presented that might answer these questions? These five examples of teaching originated from interviews with candidates conducted as part of the study described in chapter 4. Each teacher was presented with the same series of questions in the same order.
Rich’s students listen to his presentation and occasionally a select few students raise hands to ask questions, which Rich is more than happy to answer. Rich’s students are not particularly interested in chemistry and would best be described as “going through the motions” of learning, rather than actively engaging with content. Interestingly, students of both Dan and Rich perform equally well on a common assessment that asks questions about the periodic table. indb 12 10/14/10 9:18 AM THE PROBLEM WITH EXCEPTIONAL TEACHING 13 a survey of student attitudes reveals that Dan’s students have a significantly more positive attitude toward school and toward science in particular.
Certifiable: Teaching, Learning, and National Board Certification by David Lustick