The History of  NBPTS

The U.S National Board of Professional Teaching Standards came about because, in 1983,   an indicator document titled A Nation at Risk intricate an increase of inferiority in education that intimidated America’s future. In riposte, the Carnegie Forum on Education and the Economy ordered a task force of policymakers, educators, teachers associations and business leaders. In A Nation Prepared: Teachers for the 21st Century, the task force called for reinforcement of qualities in teaching and professionalizing the teaching workforce.In 1987, the National Board for Professional Teaching Standards was born.

 

The mission of the NBPTS is to improve the quality of teaching and learning by:

• Sustaining diligent and  high standards for what skillful teachers should know and be able to do; 
   

• Providing a national voluntary system defining teachers who  encounter these qualities; 
   

• Supporting related education improvements to combine National Board Certification in American education and to exploit on the proficiencies of National Board Certified Teachers.  

   

  The Five Core Propositions of the NBPTS

• Teachers are committed to students and their learning.

• Effective teachers makes time when there is none. They making sure that their students know that they care about them and are here to help them. Effective teachers would always come to school early and stay after school. They wouldmake sure to let the students know what time they would be available to meet with them when they introduce their classroom guidelines and procedures to them. Effective teachers acknowledge the diverse backgrounds of their students. They influence their students to do their very best in their school work. Additionally, they stimulate students’ motivation, self-esteem, character and respect towards their elders, environment, culture, religion and themselves.

   

• Teachers know the subject they teach and how to teach those subjects to students.

• Effective teachers’credibility about their subjects are to a great standard.They identify the strengths and weaknesses of different learners and have the knowledge to work with students who have specific learning disabilities or needs. They also know about curriculum resources and technologies to connect their students with sources of information and knowledge that allow them to explore ideas, acquire and synthesize information, and frame and solve problems.They generate multiple paths to knowledge.

   

• Teachers are responsible for managing and monitoring student learning.

• Effective teachers make sure that they are giving their students the best opportunities to acquire new knowledge and skills related to their subject matter but also knowledge and skills they need on a daily basis.Effective teachers call on multiple methods to meet there goals. They also arrange learning in group settings. They regularly assess students’ progress. They are mindful of their principal objective.

   

• Teachers thinks systematically about their practices and learn from experience.

• Effective teachers are continually making difficult choices that test their judgement. They also seek the advice of others and draw on education research and scholarship to improve their practice.

                               

• Teachers are members of learning communities.

• Effective teachers contribute to school effectiveness by collaborating by other professionals. They work collaboratively with parents. They also take advantage of community resources.