Network to Transform Teaching (NT3)

NBPTS/KEA/Gates Foundation

Investment in Board Certification By System Leaders

Clear PROBLEM

Common AIM

Common THEORY OF ACTION

Common METHODOLODGY for

inquiry

Common MEASURES

NETWORK STRUCTURE

Features of a Networked Improvement Community

Clear PROBLEM

Common AIM

Common THEORY OF ACTION

Common METHODOLODGY for

inquiry

Common MEASURES

NETWORK STRUCTURE

Why is there a significantly lower % of candidates in certain congressional districts?

The Question

1

34

2

6

5

KY Congressional Districts

Clear PROBLEM

Common AIM

Common THEORY OF ACTION

Common METHODOLODGY for

inquiry

Common MEASURES

NETWORK STRUCTURE

Goal Aim

1Increase the number of teachers in the board certification process each year, from 2,090 in 2013-14 to 8,000 in 2015-16, with at least a 50% or more increase in candidates in high-need schools.

2

By fall 2016, schools, districts, and states capitalize on instructional expertise of board-certified teachers so that over two years we increase by 50% the percentage of board-certified teachers in identifiable instructional leadership roles.

We are a network of states and districts leading the transformation of the teaching profession by developing and strengthening systems to make board

certification the norm and capitalize on the instructional expertise of board-certified teachers.

Goal Aim

1Increase the number of teachers in the5th Congressional District in the board certification process each year, from 2,090 in 2013-14 to 8,000 in 2015-16, with at least a 50% or more increase in a focus on candidates in high-need schools.

2

By fall 2016, schools, districts, and states capitalize on instructional expertise of board-certified teachers so that over two years we increase by 50% the percentage of board-certified teachers in identifiable instructional leadership roles.

We are a network of states and districts leading the transformation of the teaching profession by developing and strengthening systems to make board certification the norm and capitalize on the instructional expertise of board-certified teachers.

Clear PROBLEM

Common AIM

Common THEORY OF ACTION

Common METHODOLODGY for

inquiry

Common MEASURES

NETWORK STRUCTURE

• Visit Co-ops to introduce the National Board Process and make connections between evaluations systems and common core

– Brochures– Fact sheets– Maps showing # of NB in districts

• Visit individual school districts– Support our grant offers– Support district was willing to give– Benefit to the districts and schools for having National Board Teachers

(impact on student)– Show connections between PGES, content, impact on student

learning (shared responsibility for district and teachers)• Hold orientation for teachers who were interested• Build our hub (core committee)

Theory of Action

Stress with superintendents the leadership potential of NB and the impact they could have in their district.

Action Continued

Stress with superintendents the leadership potential of NB and the impact they could have in their district

Action Continued

Clear PROBLEM

Common AIM

Common THEORY OF ACTION

Common METHODOLODGY for

inquiry

Common MEASURES

NETWORK STRUCTURE

Traditional

Intervention

(National Board)

Implementation

(Sites)

Evaluation

Judgment of Intervention’s Quality

NIC

HUB

ABQ

NY

NVKY

WA

SF

DesignTesting CyclesImplementation

CoordinationSupportMechanism for spread

Traditional

Intervention

(National Board)

Implementation

(Sites)

Evaluation

Judgment of Intervention’s Quality

Gates Grant NIC

• Surveys• Focus groups• Anecdotal notes from administrators, teachers,

coops and universities• Build relationships• Lee County• Floyd County Example: Shaping Board Policy

(Publicity) Kentucky Teacher

Methodology

• Discuss the achievements of NB teachers with awards, grants that all make schools look good

• Offer opportunities to have Teachers become leaders as NBCT team members, mentors

• Continued Opportunities to connect– Follow up co-op meetings– Emails and phone calls

• Next Steps: building a resource of what each district offers as support for candidates and NB teachers

Methodology

Clear PROBLEM

Common AIM

Common THEORY OF ACTION

Common METHODOLODGY for

inquiry

Common MEASURES

NETWORK STRUCTURE

October 19, 2013 = 187 Candidates

February 28, 2014 = 357 Candidates

• What site-specific characteristics that influence leaders' willingness?

• What should be in the talking points?• Where is the best place to reach people?• Which districts are most likely to invest in board certification?• How will sharing the value of board certification to other districts

and states influence system leaders?• What characteristics influence leaders' confidence to do this?• How does research add to the value proposition? • How do snappy marketing materials persuade leaders?• Will lessons learned from other states and districts support

leaders' investment?

Change Package Aim 1 Questions: