National Board Standards

National Board Standards define what accomplished teachers should know and be able to do in 25 certificate areas. They cover 16 different subject areas and four developmental levels and are applicable to most teachers in U.S. public schools.

Created by Teachers, for Teachers

National Board Standards are developed by committees of outstanding educators who are broadly representative of accomplished professionals in their field. The committees are governed by the Board of Directors and the Certification Council, the majority of whom are National Board Certified Teachers.

In addition to classroom teachers, other committee members may include experts in child development, teacher education and relevant disciplines.

The committee provides recommendations to the National Board and advises the experts who develop the corresponding assessment.

Many school systems use the Five Core Propositions and National Board Standards as the basis for ongoing teacher and school counselor professional development, and many colleges and universities incorporate them into their teacher preparation programs.

The Development Process

Step 1

National Board Certification Council appoints a standards committee from applications received during an open call for committee members.

Step 2

The committee develops standards that:

• Reflect the Five Core Propositions;
• Identify specific knowledge, skills and attitudes that support accomplished practice, while emphasizing the holistic nature of teaching;
• Illustrate how a teacher’s professional judgment is reflected in action; and
• Describe how the standards come to life in different settings.

Step 3

Standards undergo repeated drafts until they are approved for public comment review.

Step 4

A draft of the standards is distributed widely to the education community for public comment after which the committee meets again to review and revise the document.

Step 5

The document is then submitted to the Certification Council and Board of Directors for adoption and is published in final form.

 

The Architecture of Accomplished Teaching illustrates how the use of the Five Core Propositions and the standards result in student learning. As depicted in the illustration one strand represents teaching practice as grounded in the Five Core Propositions; the other strand represents the teacher’s impact on students and their learning.

If you are a renewal candidate in Early Adolescence/Generalist, you can access the Early Adolescence Generalist Standards here.