editoridy /pea king The National Teacher Certification Board Last summer the report of the Carnegie Forum on Education and the Economy contained a key recommendation for the creation of a national hoard for professional teaching standards. It was argued that the existence of such an organization would enhance the teaching profession by estahlishing high standards for teacher competence. The Carnegie Forum convened a 33-member planning group, which is currently developing the structure, governance, and financing of the national board. While no absolute deadline exists, it is anticipated that the board would be chartered by the end of summer 1987-a remarkable accomplishment if it does happen. Initially the board would have no power, only the potential to influence. Certification would he voluntary and would not replace state licensure. However, many new and practicing teachers would be expected to seek a certificate because it would probably represent an unambiguous statement that its holder is a highly qualified teacher. Teacher preparation programs are expected to undergo revision to agree with the newly estahlished standards when they are announced. Over time states might either wave licensure requirements for those teachers possessing a hoard certificate, or, in what is a more probable scenario, they would incorporate the board's standards into their own licensing requirement. Also, the hoard is expected to develop an ethics code for the profession and a system for disciplining those who violate it. In a parallel effort, researchers a t Stanford University are half-way through a project to assess school teachers. The assessment methods evolved would be used hy the board as it develops its certification system. The basic strategy of the development of the Stanford assessment methods first involves a delineation of the areas to be evaluated. Early efforts involve assessments on the teaching of basic subjects, for example, elementary school mathematics and secondary
school social studies. I t now appears that the board will expect to assess teachers in a variety of ways over a period of years. One phase of the examination would require tests of knowledge and skill. A second would involve assessments of performance through "high-fidelity simulations" of classroom activities. Another would involve documentation and attestation of a candidate's educational background and classroom performance. One of the early higher priorities of the new hoard is to decide the fields in which to offer certificates; the early feelings are that the hoard would develop certificates in as many areas as possible. An interesting question before the organizing committee is to decide who can sit for the certification process. One school of thought holds that anyone can take the certification examinations, but the contrary thinkers believe the certification program should be limited to those who have completed a teacher education program. The latter group points out that not to do so would be equivalent to saying teacher education programs are irrelevant. They suggest that the professionalization of teaching requires an education program, much as in the medical and engineering professions, for licensure. Some believe the hoard will opt for balancing years of teaching experience and formal professional education, hut the question is not yet resolved. The initial schedule calls for the first certificates to be granted within five years, but interest seems to be growing in offering these'' a l o t sooner". Thus, depending on the pace of the research being conducted a t Stanford, some component of the assessment process may be available in a few years. At that time, some parts of the assessment process may have been used and, perhaps, revised. It will then be a matter of time to see whether the potential to influence will he converted into the power to affect the level of competence through a certification process. JJL
Volume 64
Number 5
May 1987
385
