Improving Schools Through School-Based Professional Development Aligned With the National Board Certification Process

• In Event: Teachers as Levers for Change: The Effects of Teacher Professional Development on School Improvement

Abstract

This two-year study examines how a cohort of teachers in one low performing school changed their instructional practice by participating in ongoing school-based professional development aligned with pursuing National Board Certification. The study explores how these teachers shifted their school’s culture by participating in the National Board Certification process.

Authors

• Travis Bristol, Stanford University

• Ann C. Jaquith, Stanford University