By David Lustick
For an individual who used to be a candidate for nationwide Board certification or can be a candidate sooner or later, Certifiable: instructing, studying, and nationwide Board Certification is a must-read e-book. Dr. Lustick (NBCT, 1998 & 2008) explores all points of the certification method in an obtainable and significant sort. Lustick makes use of his personal huge reviews as a technological know-how instructor, nationwide Board candidate, nationwide Board assessor, and academic researcher to supply proof of NBPTS as a chance for pro progress. What are academics studying from nationwide Board certification? Dr. Lustick interviewed greater than a hundred and forty academics from forty two states to discover a solution. In a report back to congress, the nationwide study Council defined Dr. Lustick's paintings as certainly one of in basic terms reviews 'that objectively evaluated the influence of [certification] on academics' practices.' no matter if a candidate used to be eventually pointed out as entire or now not, David Lustick's study shows that certification bargains all applicants an opportunity to enhance their perform. This booklet presents academic stakeholders a massive source for figuring out NBPTS as a way to enhance instructor caliber in an atmosphere of excessive stakes checking out.
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Extra info for Certifiable: Teaching, Learning, and National Board Certification
He also hands out a worksheet for the students to complete individually during class time. Students are assigned a chapter of reading from the textbook and questions to answer about the periodic table. They go over these questions the next day before moving on to another topic. Rich’s students listen to his presentation and occasionally a select few students raise hands to ask questions, which Rich is more than happy to answer. Rich’s students are not particularly interested in chemistry and would best be described as “going through the motions” of learning, rather than actively engaging with content.
Are students viewed as active participants in the education process? Or are students assumed to be more passive as they accept content knowledge from the teacher? To what degree are students actively engaged in learning? Using the Board’s five core propositions as a starting point, other questions to consider while reading these descriptions might include: 1. To what extent is the teacher committed to students? 2. How well does the teacher understand his or her subject matter? 3. To what extent does the teacher manage and monitor student learning?
Sometimes the work of teachers is unobservable. For example, a teacher may be monitoring student learning by listening to students’ questions or comments through informal assessment strategies. For the observer, nothing appears to be happening. Yet the teacher may be processing information and making meaningful determinations about how best to proceed later in the lesson or further along in the unit. Observation alone is insufficient for accurately evaluating the quality of a teacher’s work in the classroom.
Certifiable: Teaching, Learning, and National Board Certification by David Lustick