国家专业教学标准委员会对实际课堂教学质量评估的有效性如何？六个小型案例研究的结果外文翻译资料

Journal of Personnel Evaluation in Education 15:1, 31—48, 2001

copy; 2001 Kluwer Academic Publishers. Manufactured in The Netherlands.

How Valid are the National Board of Professional Teaching Standards Assessments for Predicting the Quality of Actual Classroom Teaching and Learning? Results of Six Mini Case Studies

JONELLE E. POOL*

Gettysburg College

CHAD D. ELLETT

Louisiana State University

SALVATORE SCHIAVONE

Miami-Dade County Public Schools

CHARMAINE CAREY-LEWIS

Miami-Dade County Public Schools

Abstract

Six mini case studies of teachers certified by the National Board of Professional Teaching Standards (NBPTS) were completed using systematic classroom observations, individual teacher interviews, and semi-structured individual and focus group interviews with school site administrators and colleague teachers. Classroom teaching practices of six teachers (2 elementary, 2 middle/Jr. High, 2 High School) in a large southeastern urban district were assessed by two trained observers, and semi-structured interviews with school-site personnel were completed by two additional trained researchers. The findings clearly showed considerable variation among these teachers in the quality of teaching and learning in their daily practices. Two teachers were clearly exemplary, two were rather average, and two were considered rather ineffective in the quality of classroom teaching and learning. Interviews with school-site personnel were somewhat mixed in corroborating findings from actual classroom observations and assessments. Implications of the findings for the validity of NBPTS certification in everyday practice, the meaning of NBPTS certification, and policy decisions such as performance-based pay supplements for NBPTS certified teachers are discussed.

As we enter the new millennium, the national emphasis on educational reform and increased accountability in public education continues. Early on in the new administration, President George W. Bush proposed voucher systems and national standardized testing as means to improve educational opportunity and the quality of Americas schools. Included in the continuing push for educational improvement, is concern about teacher supply and demand, and the quality of Americas teachers. As has been previously noted (Cuban,

*All correspondence should be addressed to: Jonelle E. Pool, Gettysburg College, Education Department, 300 North Washington St., Gettysburg, Pennsylvania, 17325.

1990), politically-based calls for educational reform are certainly not new, and reforms, like harmonic waves, have moved back and forth over the past century in their primary focus on either student accountability or teacher quality.

A key element of educational reform during the past two decades, both nationally and at the state level, has been concern for teacher preparation, credentialing, and continued professional development (Darling-Hammond, 2000). Recent studies have documented the role of teachers in affecting the quality of teaching and learning in classrooms (Sanders amp; Rivers, 1998; Wenglinsky, 2000). Not only is effective teaching at the heart of student learning, it is also a factor in the success or failure of school reforms. For these reasons, the stakes are high for students; their learning may be directly enhanced by effective daily classroom practices. Conversely, the cumulative effects of ineffective classroom practices may result in irreparable damage to learners and to the perpetuation of learning inequity (Sanders amp; Rivers, 1998).

Improving teacher quality has received national attention from a variety of sources including federal initiatives calling for written examinations for licensing, educational summits, candidates campaign platforms, and state proposals designed to encourage higher standards in the teaching force. Recent arguments have been made that national, professional certification models for teachers (i.e., the National Board of Professional Teaching Standards) can move the teaching profession toward a true staged career if credentialing bodies, local districts, and teachers meet certain conditions (Johnson, 2001). At the heart of increasing requirements for teacher preparation, licensing, and certification is the assumption that better preparation and advanced credentialing will enhance the quality of everyday teaching, and subsequently student learning. While the argument for advanced credentialing of teachers as a means of improving student learning is quite logical and rather seductive, recent research (Goldhaber amp; Brewer, 2000) raises serious issues about the yield in student learning and achievement that is associated with traditional avenues to teacher certification when these are compared to non-traditional certification procedures. Thus, while the tacit assumption has always been that meeting higher licensing and certification standards will ultimately result in better quality teaching and enhanced student learning, few empirical studies have been completed to directly test

this assumption.

Purpose

The purpose of this study was to examine variation among the professional practices of a small sample of teachers recently certified by the National Board of Professional Teaching Standards (NBPTS) using direct, systematic classroom observations and individual and focus group interviews. Of particular interest were differences among these teachers within a variety of teaching and learning contexts, and the implications of these differences for the job-related validity of the NBPTS assessments. Also of interest was the extent to which these NBPTS certified teachers were being used as a professional resource by their individual schools and the larger school district.

NBPTS Credentialing of Effective Teachers

The National Board of Professional Teaching Standards

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Journal of Personnel Evaluation in Education 15:1, 31—48, 2001

copy; 2001 Kluwer Academic Publishers. Manufactured in The Netherlands.

国家专业教学标准委员会对实际课堂教学质量评估的有效性如何？六个小型案例研究的结果

琼尼尔·E·普尔*

葛底斯堡学院

乍得·D·埃利特

路易斯安那州立大学

塞尔瓦托Schiavone

迈阿密-戴德县公立学校

摘要

采用系统课堂观察、个别教师访谈、半结构式个别与焦点小组访谈等方法，完成六项由国家专业教学标准委员会（NBPTS）认证的教师个案研究。由两名训练有素的观察者对东南部城区6名教师(2名小学、2名中学/小高中、2所高中)的课堂教学实践进行了评估，另外两名训练有素的研究人员完成了对校内人员的半结构式访谈。调查结果清楚地表明，这些教师在日常教学质量方面有相当大的差异。两名教师显然是示范性的，两名相当平均，两名被认为在课堂教学质量上相当低效。与校方人员的访谈在证实实际课堂观察和评估的结果方面有些混杂。讨论了研究结果对NBPTS认证在日常实践中有效性的意义、NBPTS认证的意义，以及NBPTS认证教师的绩效工资补充等政

随着我们进入新千年，国家继续强调教育改革和加强公共教育的问责制。在新政府的早期，乔治·W·布什总统提出了凭证制度和国家标准化考试作为改善美国教育机会和学校质量的手段。包括在不断推动教育改善中，是关注教师供求，以及美国教师素质的问题。如前所述(古巴，1990年)，以政治为基础的教育改革的呼吁当然不是新的，而且改革如和谐波一样，在过去一个世纪来来回移动，主要侧重于学生责任制或教师素质。

在过去二十年中，国家和州两级教育改革的一个关键因素是关注教师的准备、资格认证和持续的专业发展(Darling-Hammond，2000)。最近的研究记录了教师在影响课堂教学质量方面的作用(Sanders amp; Rivers, 1998; Wenglinsky, 2000)。有效教学不仅是学生学习的核心，也是学校改革成败的关键。由于这些原因，对学生来说利害攸关，他们的学习可以通过有效的日常课堂实践直接提高。相反，无效课堂实践的累积效应可能对学习者造成不可弥补的损害，并导致学习不公平的持续存在(Sanders amp; Rivers，1998)。

Improving teacher quality has received national attention from a variety of sources including federal initiatives calling for written examinations for licensing, educational summits, candidates campaign platforms, and state proposals designed to encourage higher standards in the teaching force. Recent arguments have been made that national, professional certification models for teachers (i.e., the National Board of Professional Teaching Standards) can move the teaching profession toward a true staged career if credentialing bodies, local districts, and teachers meet certain conditions (Johnson, 2001). At the heart of increasing requirements for teacher preparation, licensing, and certification is the assumption that better preparation and advanced credentialing will enhance the quality of everyday teaching, and subsequently student learning. While the argument for advanced credentialing of teachers as a means of improving student learning is quite logical and rather seductive, recent research (Goldhaber amp; Brewer, 2000) raises serious issues about the yield in student learning and achievement that is associated with traditional avenues to teacher certification when these are compared to non-traditional certification procedures. Thus, while the tacit assumption has always been that meeting higher licensing and certification standards will ultimately result in better quality teaching and enhanced student learning, few empirical studies have been completed to directly test this assumption.

提高教师素质已得到全国各个方面的关注，包括联邦倡议，要求对执照进行书面考试、教育峰会、候选人的竞选平台，以及旨在鼓励教师队伍提高标准的州提案。最近有人提出，如果认证机构、地方地区和教师满足某些条件，则国家、专业教师认证模式(即，国家专业教学标准委员会)可以使教师职业走向真正的阶段性职业(Johnson，2001)。对教师准备、执照和认证要求不断提高的核心是假定更好的准备和高级认证将提高日常教学质量，并随后提高学生学习质量。虽然把教师资格认证作为改善学生学习的手段的论点十分合乎逻辑，而且颇具吸引力，但最近的研究(Goldhaber amp; Bre., 2000)提出了关于学生学习成绩和取得成绩的严重问题，与传统的教师认证方式相比，这与传统的教师认证方式有关。非传统认证程序。因此，虽然默认的假设一直是，满足更高的许可和认证标准将最终导致更好的教学质量和增强的学生学习，但是很少有实证研究能够直接检验这一假设。

目的

The purpose of this study was to examine variation among the professional practices of a small sample of teachers recently certified by the National Board of Professional Teaching Standards (NBPTS) using direct, systematic classroom observations and individual and focus group interviews. Of particular interest were differences among these teachers within a variety of teaching and learning contexts, and the implications of these differences for the job-related validity of the NBPTS assessments. Also of interest was the extent to which these NBPTS certified teachers were being used as a professional resource by their individual schools and the larger school district.

本研究的目的是通过直接、系统的课堂观察和个人及焦点小组访谈，考察最近由国家专业教学标准委员会（NBPTS）认证的小样本教师的专业实践差异。特别令人感兴趣的是这些教师在各种教学和学习情境中的差异，以及这些差异对NBPTS评估与工作相关的有效性的影响。同样令人感兴趣的是这些NBPTS认证的教师在多大程度上被其个别学校和更大的学区用作专业资源。

有效教师的NBPTS认证

国家专业教学标准委员会（NBPTS）为在教学中指定专业素养提供了一个途径。NBPTS成立于1987年，是最早采用内容特定、基于标准的方法来识别高效率教师的组织之一。这个独立的、非营利的、无党派的组织已经发展了一个严谨的教学评估，该评估围绕以下五个核心命题展开：

e教师致力于学生和他们的学习。

e Teachers know the subjects they teach and how to teach those subjects to students.

e教师知道他们教授的课程以及如何向学生教授这些课程。

e Teachers are responsible for managing and monitoring student learning.

e教师负责管理和监督学生学习。

e Teachers think systematically about their practice and learn from experience.

e教师系统地思考他们的实践并从经验中学习。

e Teachers are members of learning communities.

e教师是学习社区的成员。

在被NBPTS董事会批准之前，这些标准是通过一个严重依赖教师和其他专家在内部和公开评论期间的广泛专业共识的过程制定的。目前，NBPTS已经在21个认证领域为教师制定了高级标准，并且正在为在30多个认证领域(www.nbpts.org)围绕学生发展水平和学科领域构建的教师制定高级标准。

NBPTS的使命说明阐明了为有成就的教师应该知道和能够做什么建立高和严格的标准，发展和运行国家自愿评估和认证符合这些标准的教师的系统，以及推进相关的教育改革。改善美国学校的学生学习。目的是通过加强教学来提高学生的学习。国家委员会标准并非旨在取代国家许可进入该专业，而是通过为有经验的教师建立先进标准来补充国家许可。

The assessment processes for certification of NBPTS teachers are designed to capture the complex nature of teaching by focusing on how teachers work and how they decide on appropriate courses of action in their classrooms. The products for teaching assessments include teacher construction of a portfolio analyzing classroom work that taps the knowledge, skills, dispositions, and professional judgements that distinguish their practice.

NBPTS教师认证的评估过程旨在通过关注教师如何工作以及他们如何在课堂上决定适当的行动课程来捕捉教学的复杂性。用于教学评估的产品包括教师构建一个分析课堂工作的档案袋，该档案袋利用知识、技能、性格，以及区别于其实践的专业判断。

According to the organizations most recent press release, the number of National Board Certified Teachers has nearly doubled (4,694) since last years announcement (2,970). Figures for the year 2000 indicate that the total number of National Board Certified Teachers is an unprecedented 9,498, and they hail from 49 states and the District of Columbia. Both public and private sector constituents are offering support to NBPTS candidates, with incentives ranging from fee supports and salary increases to support for

根据该组织最近发布的新闻稿，自去年宣布（2970

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