TeachMoore

National Board Moving the Profession Forward

I’ve just returned from a meeting of the Board of Directors of the National Board of Professional Teaching Standards (NBPTS), and I am thrilled about where this important organization is headed.

I also feel the need to set straight some disparaging rumors about NBPTS and encourage people to look more closely at what is an important front in the education reform battle in this country.

First, it is important to note that while the staff of NBPTS has been reduced due to reorganization, that staff now includes a significant number of NBCTs—including the Chief Operating Officer, Andy Coons. Another is the Director of Standards, Kristin Hamilton.

NBPTS has also matured to the point that the majority of the Board of Directors (15/26) are NBCTs including (besides me): Kimberly Oliver-Burnim (former National Teacher of the Year), and Glenda Ritz, newly elected state superintendent of Indiana. The majority of the NBCTs are practicing classroom teachers.

Under the direction of new president, Ron Thorpe, NBPTS has made some important changes and earned some much-deserved respect both nationally and internationally. Responding to the needs of NBCTs and candidates, the Board has recently (some would say, finally) shifted to electronic submission of the portfolios, upgraded its website, and other moves to make it more accessible and user-friendly for NBCTs and potential candidates.

Another exciting development, again thanks to the prodding of NBCTs, has been to make better use of the vast NBPTS database of accomplished teaching resources (videos and teacher reflections). Thus was born ATLAS [Accomplished Teacher Learning and Schools].

The National Board is getting its first look at the use of ATLAS in a three-year project funded by the U.S. Department of Education through its Investing in Innovation (i3) program.  Working closely with Linda Darling-Hammond and the Stanford-based Teacher Performance Assessment Consortium (edTPA), along with AACTE, the two teacher unions, Deborah Ball’s team at Michigan, and evaluator AIR, ATLAS will be introduced into teacher prep and induction programs.

While ATLAS was originally imagined as a support for teacher preparation and early career development, pilot programs in the states of Washington and Maine are now using the resource to train principals to be better observers and evaluators of teachers. National Board has received other inquiries, too, regarding professional development for teachers faced with implementing the new Common Core State Standards and other content areas. Whenever and wherever this resource is used, it extends the teacher voice into the way the profession works. (Building a True Profession, Part III)

One rumor I would like to smack-down is that the NB certification process is being run by Pearson. That is an insult to my fellow NBCTs, Board members, and staff who have fought hard and long to maintain both the independence and the quality of National Board Certification. Currently, Pearson is contracted to handle the logistics of the certification process. However, the development of the standards, as well as how they are assessed, scored, and reviewed is all under the control of NBPTS. The unfortunate glitch in release of candidate scores a couple of years ago, was a problem with Pearson’s logistics, but the scores were never lost (just regretfully delayed). National Board Certification was and remains a process created and run by teachers, for teachers.

Most important, NBPTS stands poised to help bring the teaching profession to one of its most elusive, yet essential goals: The development of a true profession. If we, educators, want to be treated like professionals, we have to be a profession. That means setting and maintaining standards for who enters, stays, and excels in this profession. It means holding ourselves and each other accountable for standards and ethics we have developed. To paraphrase Thorpe:

Governments do not create professions. Neither do businesses nor foundations. By definition, professions are created by those in the profession. If teaching is going to claim its rightful state as a true profession, then teachers and other practitioners must make sure [our]voice guides the work. That voice should exert itself through the standards of accomplished practice and the path that all teachers travel to become accomplished. Both will put teachers in a position to define the key terms of [our]work and will create the habits of mind that need to become the profession’s norm. ]We] teachers must realize, however, that no one will do this for [us]. [We] either do it for [ourselves],or through [our]silence agree to comply with the vision others have for [us].

Read This: "I Used to Think..." Teacher Reflections

In a beautifully candid and beautifully written piece for PLP Network's Voices from the Learning Revolution, Canadian teacher Shelly Wright examines how her thinking and her classroom practice have changed. 

Here's a slice: 

I used to think that content was the most important thing I could teach. What was I thinking? In a Google world, most of the content I once valued so highly can be accessed in seconds, making the role of content provider obsolete.  Now I think skills, like collaboration, critical thinking, and being able to locate rich, reliable information are much more important. So now I use content to teach skills. I’m a skills provider.

I used to think that ranting at students about their lack of engagement and their apathy towards learning might get a positive response. Now I realize that if you’re learning about and working on a project that is worthy of your time and attention, you don’t have to be cajoled. Students will devote everything to worthy work, in ways you can’t even imagine at the outset. Students will often defy our expectations if we give them the opportunity to do so.

It's challenged me (and I dare you) to think more deeply and honestly about what really matters in our teaching and our own learning. 

 

 

Teaching Ourselves: k12Online Conference

If you haven't checked it out yet, it's not too late (actually it's never too late) to explore the great conversations going on at the k12Online Conference this year. 

The two-week event has teachers from around the world sharing with each other on how to improve the quality of our teaching and our students' learning through use of a wide variety of web and tech tools. The sessions (which are archived) range from the novice to experienced levels and all grade levels.

Personally, I've been enjoying the Visioning New Curriculum thread this year. There's also a strand called Getting Started and Student Voices--some really exciting things there that will inspire you and your students. I love that we have so many options now to take charge of our own professional development.

Treat yourself to some browsing and listening. There's also a blog page and other resources that link to the conference overall and each of the presenters.

 

Go Global: 2012 Global Education Conference

The schedule of sessions and presentations (most of them) is up for the 2012 Global Education Conference, Nov. 12-17.

This free, online event brings together teachers from around the world during International Education Week.

Started in 2007 by Lucy Gray, our community now includes over 11,000 members interested in global collaboration.

I caught part of this last year, and it was phenomenal. Several of the sessions involve students, some parents, as well as teachers. It's worth making time in your schedule, and encouraging your students to participate.

Powerful Learners Meeting in Philly

I am really honored and excited to be part of this great meeting sponsored by Powerful Learning Practice. Here's part of what's planned:

• Inspiration from top names in education such as John Seely Brown, Suzie Boss, Bruce Dixon, Will Richardson, Sheryl Nussbaum-Beach, Jackie Gerstein, Jane Krauss, Renee Moore, Eliza Spang, and more
• Active, creative collaboration with educators and educational leaders from across the globe to solve issues from the classroom to policy makers
• Most importantly, shift: why we need it, how to make it happen in your own teaching, your classroom, your school, your local community, how becoming a connected educatoraccelerates the shift, and how to inspire others to ride the wave of change with you.
• Plus a one-of-a-kind opportunity: Lunch ‘n’ learn with the speakers - ‘Mingle and munch’ in casual conversation with the keynote speakers and breakout session facilitators. Ask your questions. Share your ideas. Discuss the issues.

Can't make it? Follow the Twitter hashtag #PLPLive12 to get details as they happen!

Connected Educator Month Starts Now!

Today begins an exciting month of events designed to highlight the importance of educators being connected and what that means for students learning and our own. Several of the teacher networks to which I belong are taking part in this important series of events, including: Bread Loaf School of English, NCTE. Center for Teaching Quality, and many others.

But, as Steven Anderson notes over at Blogginng About the Web 2.0...., the most important audience for these events is probably not seeing any of this....yet.  Says Anderson:

Connected Educator Month is for those who haven't yet realized the potential and the benefits of being connected. It is for the skeptics on your staff. It is for people that might not believe being connected offers them any benefit. 

So my challenge to you is to pass along the website, calendar, or information about what we are trying to accomplish. Talk to another educator. Show them your Twitter page. Talk to them about the resources you get everyday. Show them your EDU PLN page and talk to them about the relationships you have fostered because you got connected. Share a project that could not have been as successful had it not been because you reached out in some form to another teacher somewhere.

For me, school starts next Monday, so guess what I'll be talking about and showing to my co-workers every chance I get. How about you?

Read This:More Important Things to Do With Technology Than Give Tests

Extending my recent thoughts about Better Things to Do With Student Writing Than Just Grade It, I found this very helpful, almost prophetic piece by my TLN colleague, Patrick Ledesma on what we could and should be doing with technology in our schools and districts. Here's a slice:

So imagine entire districts and schools this month preparing the computers to test all students. Yes, for many schools that means taking away all those desktop and laptop labs for setting up individual testing stations. I remember one picture of a gym in a high school with over 350 laptops on tables setup as testing stations- complete with manila folders tapped to the sides of the screen to prevent cheating. And some schools close their libraries so students can test on the computers.....

What else should students be doing with technology besides year long online test preparation and taking high stakes multiple-choice tests online for several days in May?

Join the conversation over at Teacher Magazine to see Patrick's answers and share yours.

READ THIS: Teacher Leaders Network--A Notable Community

This recent recognition of Teacher Leaders Network as a "Notable Community of Connected Educators" captures some of why I love being part of this group of amazing teachers. 

I've had the privilege of being part of several vibrant teacher networks, starting with one of the pioneers of connected learning: The Bread Loaf Teachers Network sponsored by my grad school, the Bread Loaf School of English at Middlebury College. 

I am convinced that the power and potential of such communities, shifting  teachers from isolated individuals to synergetic networked professionals, is providing the energy needed for real education reform. But, more on that later....

Occupy the World: 2011 Global Education Conference

I am really looking forward to the second annual Global Education Conference next week (Nov. 14-18).  Organized by teacher/networker extraordinare, Steve Hargadon, it represents what is becoming the new normal in professional development for teachers: use of social media for self-selected, self-directed, on-time professional learning.

According to its press release, the Conference:

seeks to present ideas, examples, and projects related to connectingeducators and classrooms with a strong emphasis on promoting global awareness,fostering global competency, and inspiring action towards solving real–world problems.Through this event, it is our hope that attendees will challenges themselves and others to become more active citizens of the world. Let us learn, question, create, and engage inmeaningful, authentic opportunities within a global context!

Did I mention that the free, online Conference is open to teachers AND students?  Sessions will be held in multiple time zones and multiple languages. Opportunities such as this are what my TLN colleagues and I referenced and envisioned in our book, Teaching 2030, when we discussed transformed learning ecologies for students and teachers.

For more information or to register, visit the Ning.

Read This: Teaching the iGeneration Workshop

My TLN blog-buddy, Bill Ferriter (The Tempered Radical) is going on the road with workshops based on his new book Teaching the iGeneration. In preparation for an upcoming workshop in Cincinnati, Bill described what he intends to do:

"Instead of introducing readers to interesting web-tools, I introduce readers to specific strategies for teaching students to communicate, collaborate, problem solve and manage information."

via teacherleaders.typepad.com

Oh, that more of the technology workshops being offered to teachers as professional development (where that still happens) were as focused on what really matters. If you're in the area on Oct. 18-19, make it a point to be there. For those of us who can't, check out the presentation notes on his blog.