Network to Transform Teaching
(NT3)
NBPTS/KEA/Gates Foundation
Investment in Board Certification
By System Leaders
Features of a Networked
Improvement Community
Clear
PROBLEM
Common
THEORY OF ACTION
Common AIM
Common
MEASURES
Common
METHODOLODGY for
inquiry
NETWORK
STRUCTURE
Clear
PROBLEM
Common
THEORY OF ACTION
Common AIM
Common
MEASURES
Common
METHODOLODGY for
inquiry
NETWORK
STRUCTURE
The Question
Why is there a significantly lower
% of candidates in certain
congressional districts?
KY Congressional Districts
3
4
6
2
1
5
Clear
PROBLEM
Common
THEORY OF ACTION
Common AIM
Common
MEASURES
Common
METHODOLODGY for
inquiry
NETWORK
STRUCTURE
We are a network of states and districts leading the transformation of the
teaching profession by developing and strengthening systems to make board
certification the norm and capitalize on the instructional expertise of board-certified
teachers.
Goal
Aim
1
Increase the number of teachers in the board certification process each year, from
2,090 in 2013-14 to 8,000 in 2015-16, with at least a 50% or more increase in
candidates in high-need schools.
2
By fall 2016, schools, districts, and states capitalize on instructional expertise of
board-certified teachers so that over two years we increase by 50% the
percentage of board-certified teachers in identifiable instructional leadership roles.
We are a network of states and districts leading the transformation of
the teaching profession by developing and strengthening systems to
make board certification the norm and capitalize on the instructional
expertise of board-certified teachers.
Goal
Aim
1
Increase the number of teachers in the5th Congressional District in the board
certification process each year, from 2,090 in 2013-14 to 8,000 in 2015-16, with at
least a 50% or more increase in a focus on candidates in high-need schools.
2
By fall 2016, schools, districts, and states capitalize on instructional expertise of
board-certified teachers so that over two years we increase by 50% the
percentage of board-certified teachers in identifiable instructional leadership roles.
Clear
PROBLEM
Common
THEORY OF ACTION
Common AIM
Common
MEASURES
Common
METHODOLODGY for
inquiry
NETWORK
STRUCTURE
Theory of Action
•
•
•
•
Visit Co-ops to introduce the National Board Process and make
connections between evaluations systems and common core
– Brochures
– Fact sheets
– Maps showing # of NB in districts
Visit individual school districts
– Support our grant offers
– Support district was willing to give
– Benefit to the districts and schools for having National Board Teachers
(impact on student)
– Show connections between PGES, content, impact on student
learning (shared responsibility for district and teachers)
Hold orientation for teachers who were interested
Build our hub (core committee)
Action Continued
Stress with superintendents the
leadership potential of NB and the
impact they could have in their
district.
Action Continued
Stress with superintendents the leadership
potential of NB and the impact they could
have in their district
Clear
PROBLEM
Common
THEORY OF ACTION
Common AIM
Common
MEASURES
Common
METHODOLODGY for
inquiry
NETWORK
STRUCTURE
Traditional
NIC
Design
Testing Cycles
Implementation
Intervention
(National Board)
AB
Q
SF
Implementation
(Sites)
WA
HUB
NY
Evaluation
KY
Judgment of Intervention’s Quality
Coordination
Support
Mechanism for spread
NV
Traditional
Intervention
(National Board)
Implementation
(Sites)
Evaluation
Judgment of Intervention’s Quality
Gates Grant NIC
Methodology
• Surveys
• Focus groups
• Anecdotal notes from administrators, teachers,
coops and universities
• Build relationships
• Lee County
• Floyd County Example: Shaping Board Policy
(Publicity) Kentucky Teacher
Methodology
• Discuss the achievements of NB teachers with
awards, grants that all make schools look good
• Offer opportunities to have Teachers become
leaders as NBCT team members, mentors
• Continued Opportunities to connect
– Follow up co-op meetings
– Emails and phone calls
• Next Steps: building a resource of what each
district offers as support for candidates and NB
teachers
Clear
PROBLEM
Common
THEORY OF ACTION
Common AIM
Common
MEASURES
Common
METHODOLODGY for
inquiry
NETWORK
STRUCTURE
October 19, 2013 = 187 Candidates
February 28, 2014 = 357 Candidates
Change Package Aim 1 Questions:
• What site-specific characteristics that influence leaders'
willingness?
• What should be in the talking points?
• Where is the best place to reach people?
• Which districts are most likely to invest in board certification?
• How will sharing the value of board certification to other districts
and states influence system leaders?
• What characteristics influence leaders' confidence to do this?
• How does research add to the value proposition?
• How do snappy marketing materials persuade leaders?
• Will lessons learned from other states and districts support
leaders' investment?