NBPTS Core Proposition

1
NBPTS Core Proposition 1 Teachers are
committed to students and their learning.
2
Teachers recognize individual differences in
their students and adjust their practice
accordingly.

• tailor instruction based on student needs
• use ongoing assessment to guide student learning
• strive to acquire a deep understanding of their
  students and their communities

3
Teachers have an understanding of how students
develop and learn.

• blend theory and practice to nurture student
  growth
• create multiple contexts in which to promote and
  evaluate students abilities and aptitudes
• are attuned to the diversity found in their
  school community

4
Teachers treat students equitably.

• respond to students as individuals
• employ effective practice with diverse groups of
  students
• accommodate differences

5
Teachers mission extends beyond developing the
cognitive capacity of their students.

• foster students self-esteem, motivation,
  character, civic responsibility, and respect for
  individual and cultural differences
• teach to the whole child (social, emotional, and
  intellectual)

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NBPTS Core Proposition 1 Discussion
Questions________________________________________
____________________________________________

• How might this core proposition be addressed in
  our teacher preparation programs?
• How might this core proposition be addressed in
  every teachers classroom practices?
• How might teachers considering National Board
  Certification provide evidence to demonstrate
  their expertise in this core proposition?
• __________________________________________
• Teachers are committed to students and their
  learning.

7
NBPTS Core Proposition 2

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

8
Teachers appreciate how knowledge in their
subjects is created, organized and linked to
other disciplines.

• appreciate multiple perspectives and
  interpretations
• develop the critical and analytical capacities of
  their students
• encourage students to think for themselves

9
Teachers command specialized knowledge of how to
convey a subject to students.

• possess Pedagogical Content Knowledge wisdom
  about teaching, learning, students, and the
  content of a specific subject/discipline
• use strategies and instructional materials that
  support learning
• evaluate curricular materials based on
  appropriateness in relation to curricular theory,
  students needs, school and personal educational
  aims

10
Teachers generate multiple paths to knowledge.

• teach for understanding which requires students
  to integrate aspects of knowledge into their
  habits of thinking
• help students learn to pose problems and work
  through alternative solutions

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NBPTS Core Proposition 2 Discussion
Questions________________________________________
____________________________________________

• How might this core proposition be addressed in
  our teacher preparation programs?
• How might this core proposition be addressed in
  every teachers classroom practices?
• How might teachers considering National Board
  Certification provide evidence to demonstrate
  their expertise in this core proposition?
• __________________________________________________
  _________________________________________________
• Teachers know the subjects they teach and how to
  teach those subjects to students.

12
NBPTS Core Proposition 3

• Teachers are responsible for managing and
  monitoring student learning.

13
Teachers call on multiple methods to meet their
goals.

• know and can employ a variety of generic
  instructional skills
• know when and how to alter the social and
  physical organizational structure of the learning
  environment
• call on various human resources to custom-tailor
  the working environment for students

14
Teachers orchestrate learning in group settings.

• know how to manage groups of students
• develop systems for overseeing their classrooms
  so that students and the teacher alike can focus
  on learning
• search for new forms of organization that may
  expand their repertoire and prove effective

15
Teachers place a premium on student engagement.

• understand the ways in which students can be
  motivated
• use strategies to monitor student engagement

16
Teachers regularly assess student progress.

• track student progress with a variety of
  evaluation methods (formal and informal)
• continuously monitor student progress
• provide constructive feedback to students,
  parents and themselves

17
Teachers are mindful of their principle
objectives.

• clearly articulate goals for students
• develop activities to meet goals

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NBPTS Core Proposition 3 Discussion
Questions________________________________________
____________________________________________

• How might this core proposition be addressed in
  our teacher preparation programs?
• How might this core proposition be addressed in
  every teachers classroom practices?
• How might teachers considering National Board
  Certification provide evidence to demonstrate
  their expertise in this core proposition?
• __________________________________________________
  _________________________________________________
• Teachers are responsible for managing and
  monitoring student learning.

19
NBPTS Core Proposition 4 Teachers think
systematically about their practice and learn
from experience.
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Teachers are continually making difficult choices
that test their judgment.

• show intellectual growth by examining multiple
  perspectives, being creative, taking risks and
  problem-solving
• fashion compromises that satisfy multiple parties
  
• employ sound practice and put students needs
  first

21
Teachers seek the advice of others and draw on
education research and scholarship to improve
their practice.

• ask others to observe and critique their teaching
• solicit feedback from parents and students
• reflect on their teaching in order to improve
  their practice
• stay abreast of current research and, when
  appropriate, incorporate new findings into their
  practice

22
NBPTS Core Proposition 4 Discussion
Questions________________________________________
____________________________________________

• How might this core proposition be addressed in
  our teacher preparation programs?
• How might this core proposition be addressed in
  every teachers classroom practices?
• How might teachers considering National Board
  Certification provide evidence to demonstrate
  their expertise in this core proposition?
• __________________________________________________
  _________________________________________________
• Teachers think systematically about their
  practice and learn from experience.

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NBPTS Core Proposition 5

• Teachers are members of learning communities.

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Teachers contribute to school effectiveness by
collaborating with other professionals.

• share responsibility with colleagues and
  administrators for decisions regarding student
  learning
• are aware of the learning goals and objectives
  established by district, state and national
  standards
• are engaged in the continuous pursuit of teaching
  excellence in the company of peers

25
Teachers work collaboratively with parents.

• communicate regularly with parents and guardians
• develop mutually reinforcing partnerships

26
Teachers take advantage of community resources.

• cultivate knowledge of their schools community
  as a powerful resource for learning
• cultivate knowledge about the character of the
  community and its effects on the school and
  students

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NBPTS Core Proposition 5 Discussion
questions________________________________________
_____________________________________________

• How might this core proposition be addressed in
  our teacher preparation programs?
• How might this core proposition be addressed in
  every teachers classroom practices?
• How might teachers considering National Board
  Certification provide evidence to demonstrate
  their expertise in this core proposition?
• __________________________________________________
  ___________________________________
• Teachers are members of learning communities.