Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
James A. Ryland
Margaret C. Trader
National Board Certification, Professional Development
The study examined what perceived impact, if any, National Board Certification has had on the classroom practices of seven Nationally Board Certified Teachers. A qualitative design methodology was utilized through a naturalistic inquiry discovery approach. Two separate semi-structured interview instruments were verbally administered by the researcher in a one-on-one setting following an informal classroom observation made by the researcher and the principal present during and immediately following teacher completion of the National Board Certification process. In addition, researcher examination of portfolio artifacts provided evidence to determine congruency between defined board standards of what teachers should know and be able to do and participant portfolio development. A researcher journal provided additional support in identifying experiences, themes, ideas and/or biases in the data. Primary and secondary support themes surfaced from the data for both teacher and principal groups. Like primary themes were identified in perceived increase of teacher reflection and introspection, perceived increase of focus on student learning and perceived increase of teacher confidence and self-esteem. Participant responses demonstrated that the in-depth reflection and analysis component associated with the voluntary process for examining classroom practice, served as a catalyst for enhancing perceived teacher confidence levels and teacher focus on student learning. Teacher efficacy levels increased as each candidate constructed new meaning and insight into personal teaching practices and, ultimately earned the National Board Certification title.
Newcomer, D. (2005). A Qualitative Study of the Professional Development Impact of National Board Certification (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/978