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A Study of the Role of Mentoring in Achieving Certification by the National Board for Professional Teaching Standards

Teachers pursuing National Board Certification are often encouraged to receive support through mentoring. Mentoring as a practice supports proposition five of the National Board for Professional Teaching Standards' (NBPTS) Five Core Propositions: Teachers are Members of Learning Communities.

While effective mentor characteristics specific to induction mentoring have been documented, little research has described the mentors of candidates. Furthermore, research has not examined the links of mentor qualities to candidate success or the qualities of National Board Certified Teacher (NBCT) mentors versus non-NBCT mentors as they relate to achieving certification. Efforts to improve the certification process and strengthen its validity require careful consideration of support provided to candidates.

The purpose of this study was to identify strategies to support National Board Certification candidates in achieving certification. As such, this study examined the relationship between mentor and candidate characteristics and the mentoring process to successfully achieving National Board Certification and systemic facilitators and barriers to attempting and succeeding in the certification process. A prospective, mixed-methods design investigation was used to answer the study's main questions.

The study found that mentoring for National Board Certification is a complex combination of formal and informal mentoring structures. Candidates combined their various mentoring and related relationships into a web of support in order to meet both generalized and specific needs of the process. Whether part of a formal or informal mentoring relationship, mentors were almost exclusively drawn from a homogenous pool of NBCT educators.

National Board Certification candidates appeared to value mentors possessing knowledge of their specific certificate requirements as well as a deep understanding of the overall demands of the process. Although mentoring as a single component of support was not found to relate to achievement, the activities candidates and mentors engaged in did relate to certification success. Candidates on a path to achieving certification worked in their mentoring relationships on specific activities that provided individualized feedback and close analysis of portfolio and assessment center preparations. Altogether, mentor quality influenced candidates' achievement of National Board Certification.

Candidates’ satisfaction with their mentoring relationships and levels of mentor quality were directly influenced by the available support from within school buildings and across district and state level systems. Financial and professional incentives encouraged candidates and provided programming resources enabling more effective use of mentoring relationships. Mentoring relationships benefited most from sustained, system-wide investments.

Based on findings of the study, recommendations were offered for states and school districts, along with NBPTS, concerning the structures and supports necessary to enhance diversity within the candidate pool and to support candidates in initiating and successfully pursuing and completing National Board Certification. Additionally, findings of the study suggested several avenues for future research specific to mentoring and support for National Board Certification.

1. Who is participating in mentoring teacher candidates for National Board Certification and what are the characteristics of the mentoring process?
2. To what extent does candidate participation in formal mentoring programs or formal mentoring relationships relate to achievement of National Board Certification?
3. How do the professional communities in the school and district affect the mentoring experiences of candidates?

• Full text of study (PDF - 7154kb)