ALIGNING PROFESSIONAL LEARNING WITH NATIONAL BOARD CERTIFICATION TO DEVELOP TEACHER SELF-EFFICACY
| Author(s) | Asplen, Rhonda | |
| Date Accessioned | 2024-10-29T16:43:18Z | |
| Date Available | 2024-10-29T16:43:18Z | |
| SWORD Update | 2024-10-13T19:05:01Z | |
| Abstract | ABSTRACT Like many school districts, Cecil County Public Schools (CCPS) has historically taken a top-down approach to professional learning. Priorities for learning are established by executive leadership and administered through principals and content supervisors. Such an approach ignores the contexts that teachers work within, including years of experience, grade level, needs of students, and curriculum. Recent challenges, including learning loss from COVID 19 and budget restrictions, have interrupted professional learning. Furthermore, new legislation titled the Blueprint for Maryland’s Future requires districts to implement a career ladder for teachers. To advance up the career ladder, teachers will need to achieve National Board Certification (NBC), a process that allows teachers to demonstrate their expertise in both content knowledge and pedagogy. Although research does not show a clear relationship between NBC and student learning, it has established a relationship between teacher self-efficacy (TSE) and student learning. Therefore, by providing professional learning experiences that build TSE, NBC may influence student learning indirectly. This Education Leadership Portfolio (ELP) presents a professional learning model for CCPS schools that is aligned with the vision presented by the Blueprint for Maryland’s Future, is informed by research on teacher efficacy, and incorporates the processes of National Board Certification. The design of the model was informed by research on professional learning communities (PLC), and the PLC model was piloted at a CCPS middle school for teachers of English Language Arts. Results of this study suggest that teachers found the PLC model to be more relevant and impactful than traditional professional learning and that the PLC structure facilitated practices aligned with both the National Board of Professional Teaching Standards’ Architecture of Accomplished Teaching and criteria for effective PLCs. | |
| DOI | https://doi.org/10.58088/5ajv-1j82 | |
| URL | https://udspace.udel.edu/handle/19716/35477 | |
| Language | en | |
| Title | ALIGNING PROFESSIONAL LEARNING WITH NATIONAL BOARD CERTIFICATION TO DEVELOP TEACHER SELF-EFFICACY |