National Board For Professional Teachers and
The University of Saint Mary Educational Standards Alignment
National standards for education come in the form of five succinct propositions. Teachers who meet these standards will undoubtedly excel in the classroom and out. Many school districts and schools of education look to these national standards for guidance as they develop their own educational standards. University of Saint Mary’s Master of Arts in Teaching program standards are certainly equitable both in theory and in practice. I believe that such standards must be taken seriously and utilized by educators and administrators in educational systems as well as in the classroom in order to maximize learning for all, and I will continue to work toward each of these standards throughout my career. The following standards are copied directly from the websites of The National Board for Professional Teachers and The University of Saint Mary.
National Proposition 1: Teachers are Committed to Students and Their Learning
- NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
- They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
- NBCTs understand how students develop and learn.
- They respect the cultural and family differences students bring to their classroom.
- They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
- NBCTs are also concerned with the development of character and civic responsibility.
· Candidates apply their knowledge of curriculum content and design to
support learners’ construction of knowledge.
· Candidates demonstrate knowledge of diverse learners, including all forms
of exceptionality, and create instructional opportunities that meet the
needs of all learners.
· Candidates draw from their knowledge of education theory and research to
undergird the formal and informal education processes that impact P-12
students’ learning and the environment.
· Candidates critically reflect on ethical and moral implications of actions as
they relate to all learners.
Coursework That Demonstrates Standard 1:
Student Self Assessment: Research Project
5 Things Every Teacher Should Know About...Students of Poverty
5 Things Every Teacher Should Know About...Autism
5 Things Every Teacher Should Know About…Gifted and Talented Students
Inclusive Education: My Thoughts
National Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
- NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
- They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
- They are able to use diverse instructional strategies to teach for understanding.
· Candidates draw from their knowledge of education theory and research to
undergird the formal and informal education processes that impact P-12
students’ learning and the environment.
· Candidates apply their knowledge of curriculum content and design to
support learners’ construction of knowledge.
· Candidates implement appropriate instructional models, strategies, and
technologies to enhance the learning of all students.
Coursework That Demonstrates Standard 2:
Peer Assisted Learning Strategies Project
My Ideal Brain Compatible Classroom
Brain Based Education: My Philosophy
National Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
- NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
- They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
- NBCTs know how to assess the progress of individual students as well as the class as a whole.
- They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.
· Candidates utilize measurements and evaluation accurately and
systematically to monitor and promote learning.
· Candidates demonstrate the ability to be reflective practitioners by
identifying a problem, examining research, advocating solutions,
implementing a plan, and measuring and evaluating outcomes.
· Candidates critically reflect on ethical and moral implications of actions as
they relate to all learners.
Coursework That Demonstrates Standard 3:
Sight Word Recognition and Super Speed 100: Research Project
Peer Assisted Learning Strategies Project
National Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.
- NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things.
- They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.
- They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.
· Candidates demonstrate the ability to be reflective practitioners by
identifying a problem, examining research, advocating solutions,
implementing a plan, and measuring and evaluating outcomes.
Coursework That Demonstrates Standard 4:
Final Reflection: Student Goal Setting
Nine Teaching Strategies That Work
Annotated Bibliography: Technology in Education
Final Reflection: MAT 723
National Proposition 5: Teachers are Members of Learning Communities.
- NBCTs collaborate with others to improve student learning.
- They are leaders and actively know how to seek and build partnerships with community groups and businesses.
- They work with other professionals on instructional policy, curriculum development and staff development.
- They can evaluate school progress and the allocation of resources in order to meet state and local education objectives.
- They know how to work collaboratively with parents to engage them productively in the work of the school.
· Candidates apply quality principles of leadership, including skills of
effective communication, collaboration and motivation to shape change
and improve the learning community.
Coursework That Demonstrates Standard 5:
Teacher Leadership Characteristics: My Views
My Perspective of Action Research
To Learn More About Any of These Standards, Please Visit:
National Board For Professional Teaching Standards
University of Saint Mary Education Program Outcomes