National Board for Professional Teaching Standards

For A Study Of The Intersection Of Deeper Learning And Teacher Certificate Standards Of Practice

  • Amount
    $198,908
  • Program
  • Date Awarded
    11/17/2014
  • Term
    11 Months
  • Type of Support
    Project
Overview
The National Board for Professional Teaching Standards (NBPTS) was created in 1987 to develop standards of accomplished practice for pre K-12 educators and a process that reliably assesses when a teacher has met those standards. With Hewlett Foundation support, NBPTS will compare its standards with deeper learning competencies to determine whether NBPTS’s teacher support materials could be a conduit for moving knowledge of the competencies into the teaching workforce in a systemic and sustainable way.
About the Grantee
Grantee Website
www.nbpts.org/ 
Address
1525 Wilson Boulevard
Suite 700
Arlington, VA 22209
Grants to this Grantee
for improving teaching practice through National Board certification  
The National Board for Professional Teaching Standards works to advance the quality of teaching and learning by maintaining high and rigorous standards for what accomplished teachers should know and be able to do, and by managing a national credentialing system certifying teachers who meet these standards. These standards directly align with the standards that the Hewlett Foundation has identified as necessary for deeper learning. This grant will support the board to drive deeper learning for students by (a) exploring what it takes to embed accomplished teaching practices in schools and systems and (b) building an evidence base, codifying these learnings, and spreading them to more places.
for a study of the intersection of deeper learning and teacher certificate standards of practice  
The National Board for Professional Teaching Standards (NBPTS) was created in 1987 to develop standards of accomplished practice for pre K-12 educators and a process that reliably assesses when a teacher has met those standards. With Hewlett Foundation support, NBPTS will compare its standards with deeper learning competencies to determine whether NBPTS’s teacher support materials could be a conduit for moving knowledge of the competencies into the teaching workforce in a systemic and sustainable way.

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