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Draft 10/22/99 7:45 am
Glastris/Afridi
PRESIDENT WILLIAM J. CLINTON
REMARKS TO THE NATIONAL BOARD FOR
PROFESSIONAL TEACHING STANDARDS
WASHINGTON, DC
October 22, 1999
Acknowledge: Carole Moyer, (teacher; Columbus, Ohio); Barbara Kelley, Chair; Jim
Kelly, Founding President; Governor Hunt, Founding Chair. When it comes to showing the
country how to invest in teacher quality and performance, Governor Hunt has earned the title
master teacher.
I want to thank all of you. I remember just four years ago when we had a reception at the
White House for the first 177 Board-certified teachers. Times have changed. I don't have room
for you in my house anymore-I have to come to you. Next time we might need RFK Stadium.
We have come a long way. Ten years ago, standards and accountability were a matter of
debate. Today, high standards, rigorous accountability and strategic investments are part of a
new consensus leading to world-class education. And as we know, you can't have world-class
schools without world class teachers. That's why I've been such a strong supporter of the
National Board and so proud of all you're achieving. You truly are setting the standard for what
a master teacher is-and the kind of teacher all our children deserve.
We also have come a long way as a nation. This is a time of unprecedented opportunity.
We have the longest peacetime expansion in our history. The lowest poverty rate in 20 years; the
lowest welfare rates in 30 years; the first back-to-back budget surplus in more than 40 years. We
proved you can balance the budget and double our investment in education and training at the
same time-opening the doors to college through HOPE scholarships; connecting every
classroom to the Internet by the year 2000; investing in more after school programs to keep our
kids safe. Tougher standards are taking root around the country. In 1996, there were only 14
states with measurable standards. Today, there are 50. Test scores are going up, even in our
inner-cities.
Now we're in the midst of another budget debate. To many Americans, it's just a lot of
numbers and a lot more noise. But this morning, I want to tell you what this budget debate really
boils down to. Because in the end, a budget isn't numbers on a page or words in a book. A
budget is about values and priorities and direction. It's not just about how much we spend--but
how we spend it.
A big part of this debate is about honoring our obligation to our children and our future
by making the right investments in education. It's about what specifically we must do to
increase learning in our schools.
1
I believe the first thing we must do is crystal clear. We must fulfill our commitment to
hire 100,000 highly qualified teachers to reduce class size in the early grades. We know why it's
so vital. We have the largest, most diverse group of students in our history--more than 53
million strong. Over the next decade, America's schools will need to hire two million teachers.
And studies confirm what parents and teachers know: smaller classes mean more individual
attention, more discipline, and better student performance. This is especially true for younger
students, who need a firm academic foundation for later success.
We also know smaller classes are a way to bring in new teachers and improve job
satisfaction. God knows, teachers deserve higher pay. But in a survey published this month in
USA Today, some of America's best teachers said they would prefer smaller classes over higher
pay. That's how important this is.
Last year, Republicans and Democrats agreed-making a commitment to put a down
payment on 100,000 new qualified teachers. Schools around the country based their budget on
it. Lawmakers of both parties campaigned on it. But now the Republican bill undermines that
commitment. It's wrong-we need those 100,000 teachers. That's what this budget debate is
about.
And we have to reject the notion that we can't raise the numbers of teachers in the
classroom and the standards we hold them to. That's why my budget invests in improving
teacher quality. We know one of the most important factors in a child's educational success is
having a trained, dedicated, talented teacher in the classroom. And through your good work, we
are adding more and more.
But the fact is, a quarter of all secondary school teachers do not have college majors-or
even minors-in the subjects they are teaching. Students in schools with the highest minority
enrollment have less than a 50/50 chance of having a math or science teacher with a license or
degree in the field.
That's unacceptable and we can do better. That's why I have proposed that we require
states and school districts receiving federal funds to stop the practice of allowing our children to
be taught by uncertified teachers or those teaching out of field.
But to demand excellence we must invest in excellence. That's why I have called on
Congress to invest in recruiting, training and supporting high quality teachers in high poverty
areas-and to support my Troops for Teachers initiative which has helped 3,000 active-duty
soldiers who were already planning to leave the military find rewarding second careers teaching
in our public schools.
Once again, the Republican bill underfunds teacher quality initiatives and doesn't even
provide a cent for Troops for Teachers. We need more and better teachers. That's what this
budget debate is about.
This budget debate is also about holding schools accountable. Across America, we are
seeing a grassroots revolution in accountability and rising standards. We know it works.
2
We know states and school districts that have tried this have seen dramatic improvements
in student achievement. Just ask Governor Hunt. Two years ago, North Carolina sent assistance
teams to their 15 lowest performing schools. One year later, 14 of those schools had met their
goals and were taken off the list. We're seeing the same kind of improvement in Chicago, in
Dade County, and throughout our nation.
My budget has $200 million to help states and school districts identify, turn around or
shut down the lowest performing schools. For example, states and school districts could send
Board-certified teachers to help students and teachers get their schools back on track.
Unfortunately the Republican bill didn't put a dime into it. We need to invest in what works and
increase accountability. That's what this budget debate is about.
Finally, this budget debate is about empowering students to meet high standards.
Standards are meaningless if students aren't prepared to meet them. So we want to invest in
after-school and summer school programs, providing extended learning time to help kids reach
higher standards and help states and school districts end social promotion the right way.
And one of the best ways to get kids excited about academic achievement is to help them
see the hope and possibilities ahead. That's why my budget invests in the Gear Up mentoring
initiative to help middle school students get on the path to college-and stay on that path.
We also have to ensure that all students have access to a quality education and the
opportunities it creates. My budget invests in our Hispanic Education Action Plan to reach out to
our fastest growing student population.
But, again, the Republican bill doesn't make the grade. Their bill underfunds after-
school and summer school programs. The House bill would have shut down Gear Up. And their
bill comes up short on Hispanic Education Action Plan priorities. If we want students to meet
high academic standards, they need the tools to get there. We want to make sure they have those
tools. That's what this budget debate is about.
More and better teachers. Smaller classes. Increased accountability to turn around failing
schools. High standards and the tools to achieve them. That's our goal. It's not about politics.
It's not about dollars. It's about direction.
I want to thank you for leading America in the right direction as we move into the 21st
century. Henry Adams once said, "a teacher affects eternity; he can never tell where his
influence--or her influence--stops." Thank you for teaching our children and thank you for
teaching America.
Thank you and God bless you.
###
3
Final 10/22/99 8:30 am
Glastris/Afridi
PRESIDENT WILLIAM J. CLINTON
REMARKS TO THE NATIONAL BOARD FOR
PROFESSIONAL TEACHING STANDARDS
WASHINGTON, DC
October 22, 1999
Acknowledge: Carole Moyer, (teacher; Columbus,
Ohio); Barbara Kelley, Chair; Jim Kelly, Founding
President; Governor Hunt, Founding Chair. When it
comes to showing the country how to invest in teacher
quality and performance, Governor Hunt has earned the
title master teacher.
AMERICAS PEACE Sceens KIRT
I want to thank all of you. I remember just four years
ago when we had a reception at the White House for the
first 177 Board-certified teachers. Times have changed. I
don't have room for you in my house anymore-I have to
come to you. Next time we might need RFK Stadium.
1
We have come a long way. Ten years ago, standards
and accountability were a matter of debate. Today, high
standards, rigorous accountability and strategic
investments are part of a new consensus leading to world-
class education. And as we know, you can't have world-
class schools without world class teachers.
That's why I've been such a strong supporter of the
National Board and so proud of all you're achieving. You
truly are setting the standard for what a master teacher
is-and the kind of teacher all our children deserve.
We also have come a long way as a nation. This is a
time of unprecedented opportunity.
2
We have the longest peacetime expansion in our history.
The lowest poverty rate in 20 years; the lowest welfare
rates in 30 years; the first back-to-back budget surplus in
more than 40 years. We proved you can balance the
budget and double our investment in education and
training at the same time-opening the doors to college
through HOPE scholarships; connecting every classroom
to the Internet by the year 2000; investing in more after
school programs to keep our kids safe.
Tougher standards are taking root around the country.
In 1996, there were only 14 states with measurable
standards. Today, there are 50. Test scores are going up,
even in our inner-cities.
3
Now we're in the midst of another budget debate. To
many Americans, it's just a lot of numbers and a lot of
noise. But this morning, I want to tell you what this
budget debate really boils down to. Because in the end, a
budget isn't numbers on a page or words in a book. A
budget is about values and priorities and direction. It's
not just about how much we spend--but how wisely we
spend it.
A big part of this debate is about honoring our
obligation to our children and our future by making the
right investments in our schools and demanding more
from them. It's about what specifically we must do to
increase learning for our children.
4
I believe the first thing we must do is fulfill our
commitment to hire 100,000 highly qualified teachers to
reduce class size in the early grades. We know why it's
so vital. We have the largest, most diverse group of
students in our history--more than 53 million strong.
Over the next decade, America's schools will need to hire
two million teachers. And studies confirm what parents
and teachers know: smaller classes mean more individual
attention, more discipline, and better student performance.
This is especially true for younger students, who need a
firm academic foundation for later success.
We also know smaller classes are a way to bring in
new teachers and improve job satisfaction.
5
God knows, teachers deserve higher pay. But in a survey
published this month in USA Today, some of America's
best teachers said they would prefer smaller classes over
higher pay. That's how important this is.
Last year, Republicans and Democrats agreed-
making a commitment to put a down payment on 100,000
new qualified teachers. Schools around the country based
their budget on it. Lawmakers of both parties campaigned
on it. But now the Republican bill undermines that
commitment. It's wrong-we need those 100,000
teachers. That's what this budget debate is about.
6
And we have to reject the notion that we can't raise
both the numbers of teachers in the classroom and the
standards we hold them to. That's why my budget invests
in improving teacher quality, We know one of the most
important factors in a child's educational success is
having a trained, dedicated, talented teacher in the
classroom. And through your good work, we are adding
more and more.
But the fact is, a quarter of all secondary school
teachers do not have college majors-or even minors-in
the subjects they are teaching.
7
Students in schools with the highest minority enrollment
have less than a 50/50 chance of having a math or science
teacher with a license or degree in the field.
That's unacceptable and we can do better. That's
why I have proposed that we require states and school
districts receiving federal funds to stop the practice of
allowing our children to be taught by uncertified teachers
or those teaching out of field.
But to demand excellence we must invest in
excellence.
8
That's why I have called on Congress to invest in
recruiting, training and supporting high quality teachers in
high poverty areas-and to support my Troops for
Teachers initiative which has helped 3,000 active-duty
soldiers who were already planning to leave the military
find rewarding second careers teaching in our public
schools.
Once again, the Republican bill underfunds teacher
quality initiatives and doesn't even provide a cent for
Troops for Teachers. We need more and better teachers.
That's what this budget debate is about.
9
This budget debate is also about holding schools
accountable. Across America, we are seeing a grassroots
revolution in accountability and rising standards. We
know it works.
We know states and school districts that have tried
this have seen dramatic improvements in student
achievement. Just ask Governor Hunt. Two years ago,
North Carolina sent assistance teams to their 15 lowest
performing schools. One year later, 14 of those schools
had met their goals and were taken off the list. We're
seeing the same kind of improvement in Chicago, in Dade
County, and throughout our nation.
10
My budget has $200 million to help states and school
districts identify, turn around or shut down the lowest
performing schools. For example, states and school
districts could send Board-certified teachers to help
students and teachers get their schools back on track.
Unfortunately the Republican bill didn't put a dime into
it. We need to invest in what works and increase
accountability. That's what this budget debate is about.
Finally, this budget debate is about empowering
students to meet high standards. Standards are
meaningless if students aren't prepared to meet them.
11
So we want to invest in after-school and summer school
programs, providing extended learning time to help kids
reach higher standards and help states and school districts
end social promotion the right way.
And one of the best ways to get kids excited about
academic achievement is to help them see the hope and
possibilities ahead. That's why my budget invests in the
Gear Up mentoring initiative to help middle school
students get on the path to college-and stay on that path.
We also have to ensure that all students have access
to a quality education and the opportunities it creates.
12
My budget invests in our Hispanic Education Action Plan
to reach out to our fastest growing student population.
But, again, the Republican bill doesn't make the
grade. Their bill underfunds after-school and summer
school programs. The House bill would have shut down
Gear Up. And their bill comes up short on Hispanic
Education Action Plan priorities. If we want students to
meet high academic standards, they need the tools to get
there. We want to make sure they have those tools.
That's what this budget debate is about.
More and better teachers. Smaller classes. Increased
accountability to turn around failing schools.
13
High standards and the tools to achieve them. That's our
goal. It's not about politics. It's not about dollars. It's
about direction.
I want to thank you for leading America in the right
direction as we move into the 21st century. Henry Adams
once said, "a teacher affects eternity; he can never tell
where his influence--or her influence--stops." Thank you
for teaching our children and thank you for teaching
America.
Thank you and God bless you.
###
14
October 21, 1999
REMARKS TO THE NATIONAL BOARD FOR PROFESSIONAL TEACHING
STANDARDS
DATE:
October 22, 1999
LOCATION:
Hyatt Regency Washington on Capitol Hill
BRIEFING TIME:
9:15am - 9:40am
EVENT TIME:
9:55am - 10:45am
FROM:
Bruce Reed
I.
PURPOSE
To address the National Board Certified Teachers attending the National Board for
Professional Teaching Standard Annual Meeting, and to call on Congress to make
strategic investments in national education priorities.
II.
BACKGROUND
Today you will address the Third Annual National Board Certified Teacher Meeting of
the National Board for Professional Teaching Standards (NBPTS). The theme of the
meeting this year is "Teaching America About Accomplished Teaching."
NBPTS was founded in 1987 as an independent, and nonprofit bipartisan organization
based on the recommendations of a 1986 Carnegie Commission report. The Board's
mission is to establish "high and rigorous standards" for what teachers should know and
be able to do, and it operates a system of voluntary national certification designed to give
teachers clear and objective standards of practice, and to help drive professional
development and standards-based reform of teaching in the states. To date, the Board has
certified 1,836 teachers in 27 states, and another 6,500 are currently working toward
board certification.
Your Involvement with NBPTS
Throughout your Presidency you have supported NBPTS. In 1995 you hosted a reception
at the White House for the first 177 NBPTS certified teachers. In 1997 you hosted
another White House reception to celebrate the 10-year anniversary of NBPTS. In your
1997 State of the Union address, you advocated using federal funds to support the goal of
having 105,000 National Board-certified teachers across the country -- one for every
school. Both the leadership and staff of NBPTS and the board certified teachers consider
you a champion of their cause.
Today's Speech
NBPTS proves that your formula of standards, accountability, and investment is
the way to improve education. National Board standards are rigorous -- only about
50 percent of teachers become board certified on their first try. But by investing in
the National Board we are raising standards and investing in what works.
Your balanced budget allows for strategic and targeted investments to improve
our schools. Reducing class sizes in the early grades, turning around failing schools,
and expanding after-school and summer school programs are key strategies to help
students reach high standards. You will use today's remarks to emphasize that
Republican spending bills undermine these strategies -- and call on Congress to invest
in reform and accountability.
III.
PARTICIPANTS
Briefing Participants:
Bruce Reed
Loretta Ucelli
Andy Rotherham
Sam Afridi
Greeters:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Barbara Kelley, Chair, NBPTS
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Sally Mernissi, Vice President, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Phil Kearney, Senior Program Advisor, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
Carole Moyer, National Board Certified Teacher, Columbus, OH
Stage Participants:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
2
Program Participants:
YOU
Barbara Kelley, Chair, National Board for Professional Teaching Standards
Carole Moyer, National Board Certified Teacher, Columbus, OH
Carole Moyer is a National Board Certified Teacher and has been a kindergarten
teacher in Columbus, OH for thirty-two years. She teaches at Salem Elementary
School, a Title 1 school, and has 22 students in her classroom this year. She has
been active with NBPTS, participating in outreach to other teachers to encourage
them to become board certified and training board certification assessors.
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
-
YOU will greet stage participants and NBPTS representatives.
-
YOU will be announced onto the stage, accompanied by Barbara Kelley and Carole
Moyer.
-
Barbara Kelley, Chair, NBPTS, will make brief remarks and introduce Carole Moyer.
-
Carole Moyer, National Board Certified Teacher, will make brief remarks and
introduce YOU.
-
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
3
Draft 10/22/99 7:45 am
Glastris/Afridi
PRESIDENT WILLIAM J. CLINTON
REMARKS TO THE NATIONAL BOARD FOR
PROFESSIONAL TEACHING STANDARDS
WASHINGTON, DC
October 22, 1999
Acknowledge: Carole Moyer, (teacher; Columbus, Ohio); Barbara Kelley, Chair; Jim
Kelly, Founding President; Governor Hunt, Founding Chair. When it comes to showing the
country how to invest in teacher quality and performance, Governor Hunt has earned the title
master teacher.
I want to thank all of you. I remember just four years ago when we had a reception at the
White House for the first 177 Board-certified teachers. Times have changed. I don't have room
for you in my house anymore-I have to come to you. Next time we might need RFK Stadium.
We have come a long way. Ten years ago, standards and accountability were a matter of
debate. Today, high standards, rigorous accountability and strategic investments are part of a
new consensus leading to world-class education. And as we know, you can't have world-class
schools without world class teachers. That's why I've been such a strong supporter of the
National Board and SO proud of all you're achieving. You truly are setting the standard for what
a master teacher is-and the kind of teacher all our children deserve.
We also have come a long way as a nation. This is a time of unprecedented opportunity.
We have the longest peacetime expansion in our history. The lowest poverty rate in 20 years; the
lowest welfare rates in 30 years; the first back-to-back budget surplus in more than 40 years. We
proved you can balance the budget and double our investment in education and training at the
same time-opening the doors to college through HOPE scholarships; connecting every
classroom to the Internet by the year 2000; investing in more after school programs to keep our
kids safe. Tougher standards are taking root around the country. In 1996, there were only 14
states with measurable standards. Today, there are 50. Test scores are going up, even in our
inner-cities.
Now we're in the midst of another budget debate. To many Americans, it's just a lot of
numbers and a lot more noise. But this morning, I want to tell you what this budget debate really
boils down to. Because in the end, a budget isn't numbers on a page or words in a book. A
budget is about values and priorities and direction. It's not just about how much we spend--but
how we spend it.
A big part of this debate is about honoring our obligation to our children and our future
by making the right investments in education. It's about what specifically we must do to
increase learning in our schools.
1
I believe the first thing we must do is crystal clear. We must fulfill our commitment to
hire 100,000 highly qualified teachers to reduce class size in the early grades. We know why it's
so vital. We have the largest, most diverse group of students in our history--more than 53
million strong. Over the next decade, America's schools will need to hire two million teachers.
And studies confirm what parents and teachers know: smaller classes mean more individual
attention, more discipline, and better student performance. This is especially true for younger
students, who need a firm academic foundation for later success.
We also know smaller classes are a way to bring in new teachers and improve job
satisfaction. God knows, teachers deserve higher pay. But in a survey published this month in
USA Today, some of America's best teachers said they would prefer smaller classes over higher
pay. That's how important this is.
Last year, Republicans and Democrats agreed-making a commitment to put a down
payment on 100,000 new qualified teachers. Schools around the country based their budget on
it. Lawmakers of both parties campaigned on it. But now the Republican bill undermines that
commitment. It's wrong-we need those 100,000 teachers. That's what this budget debate is
about.
And we have to reject the notion that we can't raise the numbers of teachers in the
classroom and the standards we hold them to. That's why my budget invests in improving
teacher quality. We know one of the most important factors in a child's educational success is
having a trained, dedicated, talented teacher in the classroom. And through your good work, we
are adding more and more.
But the fact is, a quarter of all secondary school teachers do not have college majors-or
even minors-in the subjects they are teaching. Students in schools with the highest minority
enrollment have less than a 50/50 chance of having a math or science teacher with a license or
degree in the field.
That's unacceptable and we can do better. That's why I have proposed that we require
states and school districts receiving federal funds to stop the practice of allowing our children to
be taught by uncertified teachers or those teaching out of field.
But to demand excellence we must invest in excellence. That's why I have called on
Congress to invest in recruiting, training and supporting high quality teachers in high poverty
areas-and to support my Troops for Teachers initiative which has helped 3,000 active-duty
soldiers who were already planning to leave the military find rewarding second careers teaching
in our public schools.
Once again, the Republican bill underfunds teacher quality initiatives and doesn't even
provide a cent for Troops for Teachers. We need more and better teachers. That's what this
budget debate is about.
This budget debate is also about holding schools accountable. Across America, we are
seeing a grassroots revolution in accountability and rising standards. We know it works.
2
We know states and school districts that have tried this have seen dramatic improvements
in student achievement. Just ask Governor Hunt. Two years ago, North Carolina sent assistance
teams to their 15 lowest performing schools. One year later, 14 of those schools had met their
goals and were taken off the list. We're seeing the same kind of improvement in Chicago, in
Dade County, and throughout our nation.
My budget has $200 million to help states and school districts identify, turn around or
shut down the lowest performing schools. For example, states and school districts could send
Board-certified teachers to help students and teachers get their schools back on track.
Unfortunately the Republican bill didn't put a dime into it. We need to invest in what works and
increase accountability. That's what this budget debate is about.
Finally, this budget debate is about empowering students to meet high standards.
Standards are meaningless if students aren't prepared to meet them. So we want to invest in
after-school and summer school programs, providing extended learning time to help kids reach
higher standards and help states and school districts end social promotion the right way.
And one of the best ways to get kids excited about academic achievement is to help them
see the hope and possibilities ahead. That's why my budget invests in the Gear Up mentoring
initiative to help middle school students get on the path to college-and stay on that path.
We also have to ensure that all students have access to a quality education and the
opportunities it creates. My budget invests in our Hispanic Education Action Plan to reach out to
our fastest growing student population.
But, again, the Republican bill doesn't make the grade. Their bill underfunds after-
school and summer school programs. The House bill would have shut down Gear Up. And their
bill comes up short on Hispanic Education Action Plan priorities. If we want students to meet
high academic standards, they need the tools to get there. We want to make sure they have those
tools. That's what this budget debate is about.
More and better teachers. Smaller classes. Increased accountability to turn around failing
schools. High standards and the tools to achieve them. That's our goal. It's not about politics.
It's not about dollars. It's about direction.
I want to thank you for leading America in the right direction as we move into the 21ˢᵗ
century. Henry Adams once said, "a teacher affects eternity; he can never tell where his
influence--or her influence--stops." Thank you for teaching our children and thank you for
teaching America.
Thank you and God bless you.
###
3
Notes on NBPTS in current legislation:
(
House passed TEA---not an allowable use but could still fund it from FIE
Senate Approps Bill-covered under national activities (flat funded for '00 at $23
million)
House Approps Bill-assumes TEA
Conference Draft-flat funds Eisenhower programs at $23 million
Numbers of teachers:
To date, the Board has certified 1,836 teachers in 27 states, and another 6,500 are
currently working toward board certification.
They are estimating 10,000+ applications this year
October 21, 1999
REMARKS TO THE NATIONAL BOARD FOR PROFESSIONAL TEACHING
STANDARDS
DATE:
October 22, 1999
LOCATION:
Hyatt Regency Washington on Capitol Hill
BRIEFING TIME:
9:15am - 9:40am
EVENT TIME:
9:55am - 10:45am
FROM:
Bruce Reed
I.
PURPOSE
To address the National Board Certified Teachers attending the National Board for
Professional Teaching Standard Annual Meeting, and to call on Congress to make
strategic investments in national education priorities.
II.
BACKGROUND
Today you will address the Third Annual National Board Certified Teacher Meeting of
the National Board for Professional Teaching Standards (NBPTS). The theme of the
meeting this year is "Teaching America About Accomplished Teaching."
NBPTS was founded in 1987 as an independent, and nonprofit bipartisan organization
based on the recommendations of a 1986 Carnegie Commission report. The Board's
mission is to establish "high and rigorous standards" for what teachers should know and
be able to do, and it operates a system of voluntary national certification designed to give
teachers clear and objective standards of practice, and to help drive professional
development and standards-based reform of teaching in the states. To date, the Board has
certified 1,836 teachers in 27 states, and another 6,500 are currently working toward
board certification.
Your Involvement with NBPTS
Throughout your Presidency you have supported NBPTS. In 1995 you hosted a reception
at the White House for the first 177 NBPTS certified teachers. In 1997 you hosted
another White House reception to celebrate the 10-year anniversary of NBPTS. In your
1997 State of the Union address, you advocated using federal funds to support the goal of
having 105,000 National Board-certified teachers across the country -- one for every
school. Both the leadership and staff of NBPTS and the board certified teachers consider
you a champion of their cause.
Today's Speech
NBPTS proves that your formula of standards, accountability, and investment is
the way to improve education. National Board standards are rigorous -- only about
50 percent of teachers become board certified on their first try. But by investing in
the National Board we are raising standards and investing in what works.
Your balanced budget allows for strategic and targeted investments to improve
our schools. Reducing class sizes in the early grades, turning around failing schools,
and expanding after-school and summer school programs are key strategies to help
students reach high standards. You will use today's remarks to emphasize that
Republican spending bills undermine these strategies -- and call on Congress to invest
in reform and accountability.
III.
PARTICIPANTS
Briefing Participants:
Bruce Reed
Loretta- Ucelli
Andy Rotherham
Sam Afridi
Greeters:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Barbara Kelley, Chair, NBPTS
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Sally Mernissi, Vice President, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Phil Kearney, Senior Program Advisor, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
Carole Moyer, National Board Certified Teacher, Columbus, OH
Stage Participants:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
2
Program Participants:
YOU
Barbara Kelley, Chair, National Board for Professional Teaching Standards
Carole Moyer, National Board Certified Teacher, Columbus, OH
Carole Moyer is a National Board Certified Teacher and has been a kindergarten
teacher in Columbus, OH for thirty-two years. She teaches at Salem Elementary
School, a Title 1 school, and has 22 students in her classroom this year. She has
been active with NBPTS, participating in outreach to other teachers to encourage
them to become board certified and training board certification assessors.
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
-
YOU will greet stage participants and NBPTS representatives.
-
YOU will be announced onto the stage, accompanied by Barbara Kelley and Carole
Moyer.
-
Barbara Kelley, Chair, NBPTS, will make brief remarks and introduce Carole Moyer.
-
Carole Moyer, National Board Certified Teacher, will make brief remarks and
introduce YOU.
-
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
3
THU 16:41 FAX 737 5773
SWANK BUS. CENTER
001
FAX COVER SHEET
Hyatt Regency Capitol Hill
BUSINESS SERVICE CENTER
400 New Jersey Ave. NW.
WASHINGTON, DC 20001
PHONE (202) 942-1574
FAX (202) 737-5773
To: Karen Kullman
Company:
Phone Number:
Fax Number: 202-456-7431
Number of pages (Including cover):
10
From: Sally mernosi
comments:
Here are A Kelley's and Carole
Moyers Remarks
Any Questions call me at our offer
at the Hyatt - 202-237-1557
Sally Memos
10/21/99 THU 16:42 FAX 737 5773
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Barbara Kelley's Remarks
Introducing Carole Moyer's Session with President Clinton
Thank you all. I know I speak for all of us here on the stage-Leo
Ramirez, Pat Soto, Bob Wehling, our dear friend and founding chair
Governor Jim Hunt, Betty Castor, Jim Kelly and Carole Moyer, and I
speak for all the National Board members and National Board Certified
Teacher here, when I say welcome Mr. President, and thank you.
You knew we were a good idea for this country long before most
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2
of us here knew it. As Governor of Arkansas in the late eighties and
early nineties you worked to enlist the support of the National
Governors' Association for the mission of the National Board. And you
have worked your entire Presidential administration to provide federal
support so vital to us to implement and grow this system. You know
that standards count, and that quality counts, and that most of all, for
the success of the student, the quality of the teacher counts.
In 1977, Mr. President, you set a goal for us. You said you wanted
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3
100,000 teachers seeking National Board Certification in the coming five
years. Well, it is almost three years later, and we are well on the way!
Each year, we more then double the numbers seeking certification.
When you first set the goal, there were roughly 600 National Board
Certified Teachers and the candidate pool was roughly twice that.
Right now, there are 1835 board certified teachers. This past school
year, over 6,000 teachers completed the certification and are awaiting
their results. And, now, with over a month and one half to go before the
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4
sign-up deadline, we already have over 5,000 candidates. We
expect to easily reach into five digits this year with candidates alone.
Add all these together plus our field test candidates and those in pre-
candidacy programs, we expect to have at least 25,000 teachers
seeking certification. If this pattern continues, we will reach the goal
you have set for us.
I am so very pleased today to introduce one of our family, Carole
Moyer, a National Board Certified Teacher from Columbus, Ohio, who
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will introduce the President. Carole achieved her board certification in
1996 in the field of Early Childhood Generalist. Carole is truly a model
teacher, working with our youngest students, 5 and 6 years olds. She
has taught for 32 years in the Columbus Public Schools. In addition,
she is a committed member of our National Board family. She has
served as an assessor and a trainer of assessors for us; she leads
facilitators' institutes for us, and makes speeches on behalf of the
mission of the National Board across the country. Her commitment to
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our profession is absolute.
It is my honor to introduce to you Carole Moyer, National Board
Certified Teacher.
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Remarks by Carole Moyer
I am thrilled to be here to introduce the president of the United States of
America. And I am doing this on behalf of all of the 400 or so National
Board Certified Teachers in attendance here today, but not just for us -
also for the 1835 National Board Certified Teachers throughout this
nation. Mr. President, I personally thank you for making this possible for
us - for me. After 28 years of teaching, I finally felt like a real
professional. Thank you, Mr. President. And you know, we all have a
story. Please let me take a moment to tell you mine. I heard of National
Board Certification in the 28th year of my career. I had no idea what is
was, but is sounded like a challenge and I took it. I heard a lot of negative
comments about my pursuit, like you're nuts - I always thought you
were, but now I know it". But the comment that struck me most was "why
would you do this at this stage of your career, Carole, when you should be
winding down?" But you know, I do not believe dedicated teachers wind
down - they give it all they have and when they have no more to give to
their students, they step down.
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And that is especially true for me. You see, I believe that I have a Divine
call on my life to be a teacher. I knew in third grade that teaching was my
calling and as a young sixth grader I knew that I would someday teach
kindergarten. Now believe me, it has not always been easy. In fact, I
started out with my first class of 40 students for one half of the day and 42
for the other. Now, thirty-two years later my class is smaller, but you
know, Mr. President, it's not small enough. I do not teach just subjects, I
teach children and I must be there to meet the needs of the whole child. If
they need a hand to hold, a shoulder to cry on, a listening ear for a story
they just typed on the computer, or just a hug, I want to be there for each
one of them. So, Mr. President, I personally thank you SO much for your
efforts to decrease class size. In my city of Columbus, Ohio, that is
needed so desperately. In addition, we have a lot of decrepit buildings in
Columbus, and I also thank you for your concern for school
reconstruction. ful
reconstruction.
- TQ ANDCLASSIRE AT the
SAME THE
- TALSE CHOLLE
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As you know, the National Board process is a very rigorous one
which includes a few snap shots of our class on video tape. Although it
was somewhat difficult to look at myself on tape, the wonderful innocent
nature of those children came out so clearly. I remember fondly my
science video in which I was trying to elicit from my kindergartners
thoughts about how sound is produced. Their ideas were wonderful!
I
remember them even to this day and I especially remember one child who
said with authority that he knew how sound traveled to his brain. He said,
"Oh, I know, the sound comes over here and it goes in this ear and it
comes right out of this one. Mr. President, I am so glad that the voices of
educators far and wide have not just gone in one of your ears and come
out the other. Thank you so much for all that you have done and are doing
for America's teachers.
And now it is my great pleasure to introduce to this audience, the
president of the United States of America, President William Jefferson
Clinton.
3
Bethany Little
10/21/99 07:39:53 PM
Record Type:
Record
To:
Andy Rotherham/OPD/EOP@EOP, John B. Buxton/OPD/EOP@EOP
CC:
Subject: numbers
Here's where we stand with the conference report numbers (still not final)
Title I = $7.8 +75
After school = $400 (apparently not 3 at this point)
+200
Class Size = $1.2 FLOT
GEAR-UP = $180 +60 f 60
Educational Technology (total) = $707 ($801 request)
LAAP = $10
PRESIDENT CLINTON-CALLS ON CONGRESS TO INVEST IN NATIONAL PRIORITIES TO
IMPROVE OUR PUBLIC SCHOOLS
October 22, 1999
In a speech to top teachers from around the country, President Clinton today will call on Congress to fund
strategic initiatives in education. Noting that the issue is not only how much we spend on education, but also
how wisely we spend, the President will call for targeted investments to reduce class size and improve teacher
quality, turn around failing schools, expand after-school programs, prepare students for college, and raise
standards. He will point out that the Republican appropriations bill shortchanges these goals, and will urge
Congress to work with him to pass an education spending bill that prepares our children for the 21st Century.
WORLD-CLASS SCHOOLS BY INVESTING IN SCHOOL REFORM AND ACCOUNTABILITY.
Speaking to more than 400 top teachers today at the annual meeting of the National Board for Professional
Teaching Standards (NBPTS), President Clinton will call on Congress to invest in proven strategies for school
reform. He will remind Republicans what any good teacher knows: that targeting our education dollars -- on
smaller classes, after-school and summer school programs, quality teachers, college preparation, and
educational technology -- is the most effective way to achieve results.
The President will also recognize the special role that "master teachers," like those certified by the NBPTS, can
play in turning around our lowest-performing schools. The NBPTS is an independent, nonprofit organization
that establishes rigorous standards for teachers. It operates a system of voluntary national certification designed
to give teachers clear and objective standards of practice, and to help drive professional development and
standards-based reform of teaching in the states.
REPUBLICAN EDUCATION BILL FAILS TO MEET THESE STANDARDS. President Clinton is
committed to ensuring that the prosperity generated by years of fiscal discipline and the hard. work of the
American people is invested in their priorities. That is why today the President will pledge again to protect
these priorities as the budget process moves forward, and will remind Americans that the current Republican
Labor/HHS/Education appropriations bill:
Reneges on the class size reduction initiative that both parties agreed to last fall, and provides no guarantee
that 30,000 teachers hired last year can continue teaching in smaller classes throughout the country. It
provides no funding for the additional 8,000 teachers the President's plan would support this year.
Fails to hold low-performing schools accountable for results, by not funding the President's plan for a $200
million Title I accountability fund to fix schools identified as failing. The current appropriations bill
provides no funding at all for turning around failing schools, a strategy that is helping raise student
achievement in North Carolina, Texas, and elsewhere.
Underinvests in after-school and summer school programs, denying at least 300,000 students access to safe
and academically enriching opportunities to get extra help to reach high standards.
Undercuts efforts to improve teacher quality, by shortchanging teacher quality and recruitment programs,
and eliminates the successful Troops to Teachers program that enables retired military personnel to teach in
high-need areas.
Underinvests in the GEAR UP program, denying more than 130,000 disadvantaged young people the help
they need to get into college, and underfunds crucial investments in education technology.
October 21, 1999
REMARKS TO THE NATIONAL BOARD FOR PROFESSIONAL TEACHING
STANDARDS
DATE:
October 22, 1999
LOCATION:
Hyatt Regency Washington on Capitol Hill
BRIEFING TIME:
9:15am - 9:40am
EVENT TIME:
9:55am - 10:45am
FROM:
Bruce Reed
I.
PURPOSE
To address the National Board Certified Teachers attending the National Board for
Professional Teaching Standard Annual Meeting, and to call on Congress to make
strategic investments in national education priorities.
II.
BACKGROUND
Today you will address the Third Annual National Board Certified Teacher Meeting of
the National Board for Professional Teaching Standards (NBPTS). The theme of the
meeting this year is "Teaching America About Accomplished Teaching."
NBPTS was founded in 1987 as an independent, and nonprofit bipartisan organization
based on the recommendations of a 1986 Carnegie Commission report. The Board's
mission is to establish "high and rigorous standards" for what teachers should know and
be able to do, and it operates a system of voluntary national certification designed to give
teachers clear and objective standards of practice, and to help drive professional
development and standards-based reform of teaching in the states. To date, the Board has
certified 1,836 teachers in 27 states, and another 6,500 are currently working toward
board certification.
Your Involvement with NBPTS
Throughout your Presidency you have supported NBPTS. In 1995 you hosted a reception
at the White House for the first 177 NBPTS certified teachers. In 1997 you hosted
another White House reception to celebrate the 10-year anniversary of NBPTS. In your
1997 State of the Union address, you advocated using federal funds to support the goal of
having 105,000 National Board-certified teachers across the country -- one for every
school. Both the leadership and staff of NBPTS and the board certified teachers consider
you a champion of their cause.
Today's Speech
NBPTS proves that your formula of standards, accountability, and investment is
the way to improve education. National Board standards are rigorous -- only about
50 percent of teachers become board certified on their first try. But by investing in
the National Board we are raising standards and investing in what works.
Your balanced budget allows for strategic and targeted investments to improve
our schools. Reducing class sizes in the early grades, turning around failing schools,
and expanding after-school and summer school programs are key strategies to help
students reach high standards. You will use today's remarks to emphasize that
Republican spending bills undermine these strategies -- and call on Congress to invest
in reform and accountability.
III.
PARTICIPANTS
Briefing Participants:
Bruce Reed
Loretta Ucelli
Andy Rotherham
Sam Afridi
Greeters:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Barbara Kelley, Chair, NBPTS
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Sally Mernissi, Vice President, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Phil Kearney, Senior Program Advisor, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
Carole Moyer, National Board Certified Teacher, Columbus, OH
Stage Participants:
Governor James Hunt, Founding Chair, National Board for Professional Teaching
Standards (NBPTS)
Jim Kelly, Founding President, NBPTS
Betty Castor, President-Elect, NBPTS
Bob Wehling, Vice Chair, NBPTS
Leo Ramirez, Finance Chair, NBPTS
Pat Soto, National Board Certified Teacher and NBPTS Board Member
2
Program Participants:
YOU
Barbara Kelley, Chair, National Board for Professional Teaching Standards
Carole Moyer, National Board Certified Teacher, Columbus, OH
Carole Moyer is a National Board Certified Teacher and has been a kindergarten
teacher in Columbus, OH for thirty-two years. She teaches at Salem Elementary
School, a Title 1 school, and has 22 students in her classroom this year. She has
been active with NBPTS, participating in outreach to other teachers to encourage
them to become board certified and training board certification assessors.
IV.
PRESS PLAN
Open Press.
V.
SEQUENCE OF EVENTS
-
YOU will greet stage participants and NBPTS representatives.
-
YOU will be announced onto the stage, accompanied by Barbara Kelley and Carole
Moyer.
-
Barbara Kelley, Chair, NBPTS, will make brief remarks and introduce Carole Moyer.
-
Carole Moyer, National Board Certified Teacher, will make brief remarks and
introduce YOU.
-
YOU will make remarks, work a ropeline, and depart.
VI.
REMARKS
To be provided by speechwriting.
3
Questions and Answers
The National Board for Professional Teaching Standards
When the Board first requested federal funds in the late 1980's, their
representatives claimed that they only needed $25 million from the federal
government for "one-shot, one-time R&D activities." And they promised that the
federal government's share would only be 50%-private corporations, foundations,
etc. would pick up the other half. The Board has thus far received well over twice
that amount from the federal government and they are not finished yet. Is there no
end in sight?
When NBPTS first requested its original authorization and appropriations, it
based its request on its best estimate of what the R&D would cost. When the Board
actually began to put the standards and assessments out for bid in 1991, it found that the
bids it received were far more costly than anticipated. The proposals received in
response to the first RFP (Request for Proposals) all came in higher than the figure
offered by the NBPTS. (Keep in mind that these assessments are not multiple choice
tests-they represent the first legitimate exercises with the new field of performance
assessments involving cutting edge use of video presentations, portfolios, analyses of
student learning and other complex measures of a teacher's abilities.) Working with
these "research market" factors, the Board has nevertheless worked to reduce costs of
development whenever possible without sacrificing the quality of the assessments. The
end of the original R&D of the system is in sight. Two more appropriations cycles (FY
2000 and FY 2001) at the current level will complete the development of the system
What about the private sector's participation?
NBPTS has raised more money from nonfederal sources (including fee income,
in-kind services, and corporation and foundation grants) than from the federal dollars
received to date. The commitment from the private sector has been both wide and deep,
and the Board expects to continue receiving substantial nonfederal support in the future.
The Board has been in existence for 12 years and has spent more than $70 million in
federal funds, but has produced fewer than 2,000 certified teachers. How can we
justify these numbers?
While the National Board has been granted over $70 million ($73.3m including
$2 million from the NSF) in federal funds, not all of those funds have been spent.
However, they all have been spent or obligated in multiyear contracts for assessment
development work or for the small candidate subsidy program instituted with FY 1998
monies to provide subsidies for candidate fees for a limited number of candidates from
each state. ($5 million has been appropriated to date for the candidate subsidy program.
FY 98 monies are being used for this school year. FY 99 monies will be expended for the
next school year.)
2
To lay the entire cost of the research on the first few cohorts of Board certified
teachers is misleading:
It is like allocating all of the cost of a brand new state-of-the-art high school, intended
to serve generations of students, against the first couple of classes of graduating
seniors.
It is like taking the cost to build the Rayburn Building (which was the most expensive
office building in its day) and dividing it by the number of Congressmen who
occupied it in the first year, to determine its per unit cost to the taxpayers.
Keep in mind that the federal money has all been spent on R&D to develop the necessary
infrastructure of standards and assessments for each certificate; you have to build the
system in order to fully utilize it. The first teachers to receive Board certification were
announced in January 1995; each year since then the number of assessment candidates
has more than doubled, as has the number passing the assessment. Close to 6,500
teachers are currently in the midst of this year's assessment cycle; if historical trends
hold, a little less than half of them will attain Board certification on their first try. That
should bring the total number of Board-certified teachers from 1835 to close to 5000.
NBPTS expects that the doubling of candidates and NBCTs will continue in each of the
next several years.
Despite all the money that the federal government has given to the Board, we still do
not have any tangible data to show that NBPTS will improve teaching and learning.
The answer to this question is: Preliminary evidence suggests that National Board
Certified Teachers do, in fact, differ in significant ways from teachers not certified by the
National Board and that they do have a positive impact on student learning.
In the fall of 1995, the National Board commissioned a small-scale pilot study to
investigate the impact that NBCTs have on student learning outcomes. The study was
intended to answer two questions:
1) How do NBCTs perform in the classroom compared to teachers not awarded
National Board Certification?
2) How do NBCTs impact student learning?
Data from the pilot study - which included multiple occasions of direct classroom
observations as well as collection of extensive interview data - indicated that the NBCTs
were more likely than the teachers who were not certified to:
1) use more deep and effective questioning;
2) know how to more effectively facilitate student learning;
3) use more in-depth considerations when planning lessons;
3
4) give greater feedback to students; and
5) produce deeper learning outcomes for their students.
These results provided early and encouraging evidence that NBCTs do, in fact,
differ in significant ways from teachers not yet certified and that they do have a positive
impact on student learning.
Building on this small-scale study, the National Board has commissioned a
second study, which includes a larger, more diverse sample of teachers. The focus of this
study is to further examine the question of whether and how NBCTs differ from those
teachers who are not certified in the quality of their classroom teaching and the outcomes
they achieve in terms of student learning, including student achievement on standardized
statewide pupil assessments. This study began on January 1, 1998 and is scheduled to be
completed by June 30, 2001.
Also, there is a growing body of testimony from teachers who have gone through
the assessment process that it has in fact improved their teaching profoundly. This is true
for both successful and unsuccessful candidates. Teachers are pushed to reconsider the
way they practice, the basis for the decisions they make every day, and the alternatives to
their current practice. National Board Certification demands a critical self-examination
unlike anything most of them have ever faced during their teaching careers. And their
comments afterward are uniform: "This is the most valuable professional development
activity I have ever participated in." "I have become a much better, stronger teacher as a
result of going through the NBPTS certification process."
The ultimate focus of this critical self-examination is, "How am I doing? How
well are my students learning? How can I do an even better job of enhancing student
learning?"
The NBPTS is dominated by the teachers unions - especially the NEA.
The Board has the broad support of all of the major stakeholders in education,
including both teachers unions. However, it is not dominated by any one group or
faction. The Board is also strongly supported by business leaders, by virtually all of the
teaching disciplinary and specialty organizations, by many governors of both parties, by
organizations such as the National School Boards Association, the National Association
of State Boards of Education, and the National Conference of State Legislators. It is hard
to imagine these groups and leaders being so deeply involved in an endeavor that was "in
the pocket" of the unions.
4
Parents should have a greater role in the NBPTS.
National Board Certification is, like other credible systems of professional
certification, based on tough-minded peer review. It must be in order to be respected by
teachers. No one would seriously argue that parents, who have equally important
interests in the quality of medical care for their children, should determine which
pediatricians receive medical board certification. That said, however, parents and other
representatives of the lay community have an important role in NBPTS. They sit on the
Board of Directors, they review the standards as they are being developed, and
candidates, as part of their portfolio, are required to demonstrate that they can work
productively with parents.
Isn't the Board pushing us towards federal standards in teaching, and toward a
federal curriculum?
The Board is about voluntary national standards, not federal ones. States and
localities are examining the Board's standards and assessments and making up their own
minds about whether they want to buy in and in what ways they want to support the
Board. The Board accepts candidates (who have the required three years of teacher
experience) from any public or private school. The Board respects state and local
authority over education, and expects teachers to take into account state and local
curricular requirements. However, we can still have the high standards in terms of asking
teachers to know the subject matter, which they are teaching, and to understand best
practices for helping children learn that subject.
John B. Buxton
10/21/99 11:04:03 AM
Record Type:
Record
To:
Andy Rotherham/OPD/EOP@EOP
CC:
Bethany Little/OPD/EOP@EOP
Subject: NBPTS in the budget
The National Board is part of the Eisenhower Professional Development National Activities language
(Title II, Section 2102). As for a budget line item, it is folded into the Eisenhower National Activities line. At
present, its status is as follows:
FY 99 FY2000
House
Senate
Conf Agreement
+/- Pres
23.3
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23.3
23.3
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Oct-20-99 15:55
From-N.B.P.T.S.
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National Board
FOR PROFESSIONAL
TEACHING STANDARDS
FACSIMILE TRANSMITTAL SHEET
FROM:
TO: COMPANY: andy Rother ham
DATE:
Sally llernismi
FAX NUMBER:
TOTAL NO. OF PAGES INCLUDING COVER:
202 456 5581
3
PHONE NUMBER:
RE::
URGENT
FOR REVIEW
PLEASE COMMENT
PLEASE REPLY
AS REQUESTED
NOTES/COMMENTS:
Andy- -
Here are some points Please
ignome for mething - d never know
how I get Rese Things so messed -up.
Some points are actually aside
for The President
Pluse help to see That he
mentions Jim Killy (who is leaving )
t Betty Carton Can (who is coming in) as presis
2200 CLARENDON BOULEVARD, SUITE 1401, ARLINGTON, VA 22201
PHONE:703.465-2700 PAX:703-465-2715
Oct-20-99 15:55
From-N.B.P.T.S.
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F-403
Points about the National Board and Its Leaders
President Clinton has supported the National Board throughout his Presidency. He
hosted a reception at the White House in October 1995 for the first 177 National
Board Certified Teachers announced that year.
There are now 1835 National Board Certified Teachers and nearly 6500 are currently
seeking Board Certification and are awaiting their results. By the end of the year, the
number of National Board Certified Teachers will more than double.
1835 NBCTs teach in thousands of different schools across the country.
1835 teachers are equally representative of urban, suburban and rural schools.
President Clinton also hosted another White House reception in honor of the National
Board's 10 year anniversary and for the First Annual National Board Certified
Teacher Meeting in October 1997. This was a historic gathering of accomplished
teachers from across the country, coming together to share best teaching practice and
to envision education reform centered on teaching and learning in America's
classroom.
President Clinton understood the National Board's vision of quality teaching and
always supported it.
The National Board created high and rigorous standards for the teaching
profession where none existed before.
Through colleges and universities that are adopting these standards, future teachers
will graduate better prepared to enter the classroom and to seek Certification during
their careers.
The National Board created an innovative performance assessment to capture the
essence of teaching and learning.
37 states and more than 140 local school districts recognize the value of National
Board Certification by offering incentives and rewards.
Over 60 colleges and universities are right now looking into ways to incorporate the
rigorous standards of National Board Certification into their coursework for training
teachers. This is really key. We know that the quality of the education of the teacher
is not unrelated to the quality of the education the teacher imparts to her students. It
is so important that this loop be made and strengthened.
While the success of the National Board is due in large measure to the individual and
collective efforts of many people, there can be no question that the NBPTS founding
president, Jim Kelly, was a key to your success. I know you will miss him, but I also
know that the in-coming president, Betty Castor, is fully capable of taking the Board
to scale. And I want you to know, Betty, I'll be watching. You owe me 106,000
Board Certified Teachers in just a few years. So get cracking!
Oct-20-99 15:55
From-N.B.P.T.S,
7034652715
T-286 P.03/03 F-403
Points about the Third Annual National Board Certified Teacher Meeting
This year's theme is "Teaching America about Accomplished Teaching" and takes
place Thursday through Sunday.
More than 300 National Board Certified Teachers and 300 National Board
Certification supporters are meeting to discuss the importance of accomplished
teaching as the key to improving student learning.
This meeting provides some of the nation's best teachers the opportunity to share best
practices, explore leadership roles in promoting high standards for the teaching
profession, and an opportunity to build a national community of accomplished
teachers dedicated to the future of America's children.
On Thursday, National Board Certified Teachers visited their individual
Congressional representatives to thank them for their support and engage them in
strategies for advancing improved teaching and learning.
The history, mission and a brief description of the
Backgrounder National Board for Professional Teaching Standards
National Board
FOR PROFESSIONAL
TEACHING STANDARDS
The National Board for Professional
The National Board's mission is to establish
Teaching Standards was created in 1987 after
high and rigorous standards for what accomplished
the Carnegie Forum on Education and the
teachers should know and be able to do, to develop
Economy's Task Force on Teaching as a
and operate a national voluntary system to assess and
Profession released A Nation Prepared: Teachers
certify teachers who meet these standards, and to
for the 21 st Century. The report called for the
advance related education reforms for the purpose of
National Board to "establish high standards for
improving student learning in American schools.
what teachers need to know and be able to do, and
Financial support for the National Board's work
to certify teachers who meet that standard." The
comes from grants by the nation's major private
report followed the landmark report, A Nation at
foundations and corporations and from federal funds.
Risk: The Imperative for Educational Reform,
Once the entire certification system is in place and
1983, developed by the President's Commission
operating, fees paid by or on behalf of National Board
on Excellence in Education.
Certification candidates will support the majority of
A Nation at Risk set off alarms across the
the National Board's work.
country with statements like, "If an unfriendly
The standards grow out of a central policy
foreign power had attempted to impose on
statement, What Teachers Should Know and Be Able
America the mediocre educational performance
to Do. This statement and the vision of teaching it
that exists today, we might well have viewed it as
describes are organized around Five core
an act of war." Educators, parents, business
propositions: 1) Teachers are committed to students
executives and legislators awakened to the
and their learning; 2) Teachers know the subjects they
economic and social consequences of an
teach, and how to teach those subjects to students; 3)
education system failing to keep pace with a
Teachers are responsible for managing and
changing American and global society.
monitoring student learning; 4) Teachers think
The Carnegie task force offered solutions:
systematically about their practice and learn from
"The key to success lies in creating a profession
experience; 5) Teachers are members of learning
equal to the task - a profession of well-educated
communities.
teachers prepared to assume new powers and
Based on these propositions, the National Board is
responsibilities to redesign schools for the future."
setting advanced standards in more than 30 certificate
The task force urged the teaching profession to set
fields. The certificates are structured around student
the standards and certify teachers who meet those
developmental level(s) and the subject(s) taught.
standards.
Standards are created by committees of classroom
Those suggestions helped bring the nation's
teachers, teacher educators and subject experts and are
educational community together to create the
then reviewed nationally and extensively before final
National Board for Professional Teaching
approval by the National Board for Professional
Standards. The National Board is an independent,
Teaching Standards board of directors.
nonprofit, nonpartisan and non-governmental
Based upon the standards, multi-part
organization governed by a 63-member board of
assessments are used to identify National Board
directors, a majority of whom are classroom
Certified Teachers®. Teachers applying for National
teachers. The other directors include school
Board Certification are expected to demonstrate
administrators, school board leaders, governors
principled, professional judgment in a variety of
and state legislators, higher education officials,
situations. Evaluating such complex behavior
and business and community leaders.
Backgrounder continued
requires innovative assessment methods. National
knowledge against objective, peer-developed
Board Certification assessments are performance-
standards of advanced practice. And as teachers hone
based exercises and give teachers an opportunity
their professional skills, their students reap the
to grow professionally by requiring them to reflect
greatest rewards.
on and describe their practice.
The first part of the two-part assessment asks
The National Board has awarded National Board
teachers to develop a school-site portfolio
Certification to 1,835 teachers nationwide. For the
reflecting various facets of teaching. Candidates
1999-2000 school year, the National Board will offer
show evidence of teaching practice through
sixteen certificates.
student work, videotapes of classroom interaction
and written commentaries that provide a window
Early Childhood/Generalist
into what they do and how they think about it.
Middle Childhood/Generalist
During the second portion of the assessment,
Early Adolescence/Generalist
teachers attend an assessment center where
Early Adolescence/English Language Arts
exercises focus on content knowledge as well as
Early Adolescence/Mathematics
age-appropriate and content-appropriate strategies
Early Adolescence/Science
teachers use. Teachers demonstrate their
Early Adolescence/Social Studies-History
knowledge and strategies with written responses
Early Adolescence through Young Adulthood/Art
to prompts or stimulus materials, like journal
Adolescence and Young Adulthood/Mathematics
articles and student work samples.
Adolescence and Young Adulthood/Science
Adolescence and Young Adulthood/
National Board Certification is a symbol of
English Language Arts
professional teaching excellence. A National
Adolescence and Young Adulthood/
Board certificate will attest that a teacher was
Social Studies-History
judged by his or her peers as one who is
accomplished, makes sound professional
An additional four certificates are currently under
judgments about students' best interests, and acts
development, and plans call for these to be available
effectively on those judgments. Offered on a
December 1, 1999:
voluntary basis, National Board Certification
complements, but does not replace, state
Early Childhood through Young Aduldhood/
licensing. While state licensing systems set entry-
Exceptional Needs
level standards for novice teachers, National
Early and Middle Childhood/English as a New
Board Certification establishes advanced
Language
standards for experienced teachers.
Early Adolescence through Young Adulthood/
Many state governments and schools districts
English as a New Language
are encouraging teachers to apply for National
Early Adolescence through Young Adulthood/
Board Certification by paying the fee and by
Vocational Education
rewarding National Board Certified Teachers with
financial benefits, recognition and new roles in the
For further information please contact the
classroom.
National Board for Professional Teaching Standards
National Board Certification also represents
at 1-800-22TEACH or visit our website at
an opportunity for professional growth unlike any
www.nbpts.org.
other now available to teachers. Teachers across
the nation are able to gauge their skills and
National Board for Professional Teaching Standards
26555 Evergreen Road, Suite 400
Southfield, MI 48076
JUNE 1999
This project is funded in part with grants from the U.S. Department of Education and the National Science Foundation. Through September 1998, the National Board for Professional Teaching Standards has
received Federal funds of $53.8 million, representing approximately 48 percent of the National Board Certification project. More than $57.4 million (52 percent) of the project's cost was financed by non-
governmental sources.