Publications and Tools

NBPTS is continuously creating guidelines and tools for colleges and universities interested in aligning their degree pre-service programs and in-service professional development programs with NBPTS standards.  

Guidelines for the Use of NBPTS Assessment Resources

The NBPTS policy for use of NBPTS-developed and NBPTS-copyrighted materials is to allow certain limited access to NBPTS products, materials and services, provided such access safeguards the confidentiality of individuals and organizations participating in the National Board Certification process; assures compliance with various NBPTS contracts; and results in no financial loss to NBPTS and, where appropriate, generates revenue for NBPTS.

Explication of the NBPTS Policy Governing Use of NBCT and Veteran Candidate Assessment Performances

This document provides clarity for National Board Certified Teachers (NBCTs), veteran candidates for National Board Certification, Institution of Higher Education (IHE) administrators and faculty and other professional development providers regarding permissible and impermissible uses of NBCT and veteran candidate materials, including but not limited to candidate portfolios and videotapes. This Explication regarding the 1998 NBPTS policy includes concrete examples of permissible and impermissible uses. Candidates, NBCTs and mentors should familiarize themselves with provisions of the 1998 Policy, as clarified by this Explication.

Using National Board Standards to Redesign Master's Degrees for Teachers: A Guide for Institutions of Higher Education

This monograph provides practical help to teacher preparation institutions that want to use these standards to help teachers prepare for the National Board Certification process and simultaneously improve their advanced programs for teachers. 

Accomplished Teachers, Exemplary Institutions

NBPTS offers a new publication on using National Board standards to build teacher professional development programs within universities.  This scholarly volume includes chapters by both teacher education accreditation bodies — NCATE and TEAC, as well as deans and faculty of teacher preparation programs based on National Board Standards.  In describing their various experiences working with NBPTS, the authors challenge the nation’s Pre K-12 and post secondary education system and state/local governing bodies—as well as the National Board itself—to expand the linkage between the NBPTS standards and assessment process and teacher preparation, program accreditation and state licensure.