NBPTS is the Foundation for Defining Teacher Effectiveness

The National Board Certification process provides a framework that can define teacher effectiveness. Though Senator Johnston has introduced a “quick fix” for teacher and principal evaluation, this is a complex issue requiring money; which is in short supply during these difficult times. The simple and best solution would not require substantial expense. A great solution already exists. This work does need to be addressed urgently, and I would urge the senator to allow the Governor’s Council for Educator Effectiveness to continue its work. This Council, which includes educators at the table, has just begun to define “effectiveness” and would be wise to consider using the National Board for Professional Teaching Standards’ (www.nbpts.org) Five Core Propositions and Standards as its foundation.

The National Board for Professional Teaching Standards (NBPTS) was established 23 years ago, and has created teaching standards in 25 different content areas that were developed by and for educators. Recently, the National Research Council, through a congressionally-mandated study, recognized National Board Certification as having a positive impact on student achievement, teacher retention, and professional development. By using the NBPTS framework, the Governor’s Council can achieve its objectives of defining effectiveness, improving the evaluation process, and increasing student learning.

We also know that effective leadership is a critical factor in increasing student learning, and retaining teachers. That is why the NBPTS recently released a standards based certification process for accomplished principals called National Board Certification for Educational Leaders. Now, school leaders have the same opportunity to demonstrate mastery of high and rigorous standards through documented evidence of high quality practice.

I would encourage the Governor’s Council to look at how model evaluation systems are implemented. By using a standards based system similar to the National Board’s process where mastery is based on evidence, it becomes much easier to rate performance based on objective measures. Current statute mandates that ALL teachers are observed annually. I would argue that effective principals are constantly giving feedback to their teachers, and should be able to make a summative judgment based on formative observations within three years. It is essential that teachers are included in the development of the process and it must include multiple measures in the evaluation system. To suggest that they need more time, or that teachers would “return” to probationary status is not sound based on the framework of a well-implemented evaluation.

By allowing the Governor’s Council to continue their work, and to consider best practices in the field of teacher evaluation, we will arrive at a common definition of effectiveness that will serve as the foundation for improving the evaluation process in our state. The National Board has created the platinum standard that has proven to make a difference in student learning. Colorado has the opportunity to harness this success into a system that will positively impact educators and students; let the Council continue its work!