[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-603303-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-603303-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","connecting-curriculum-and-instruction-to-national-teaching-standards-abstract","Connecting Curriculum and Instruction to National Teaching Standards - Abstract","","Meeting No Child Left Behind’s requirement for highly qualified teachers has created a challenge for school districts serving “at-risk” students, where recruiting and retaining strong teachers is difficult. The article tests a professional development program grounded in the National Board for Professional Teaching Standards’ five core propositions, reporting preliminary evidence of its effectiveness. It links teacher leadership and change-agent roles with standards-based instructional reform and learning-community participation.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/connecting-curriculum-and-instruction-to-national-teaching-standards-abstract/603303/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/connecting-curriculum-and-instruction-to-national-teaching-standards-abstract/603303.png","ImageObject",300,407,{"name":42,"@type":43},"moss~","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What problem does the article address for districts serving at-risk students?","Question",{"text":61,"@type":62},"It examines how districts struggle to meet the demand for highly qualified teachers under No Child Left Behind, especially where attracting and retaining such teachers is difficult.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What professional development program is being tested?",{"text":66,"@type":62},"A program based on the National Board for Professional Teaching Standards’ five core propositions is being tested in a district in Illinois.",{"name":68,"@type":59,"acceptedAnswer":69},"What are the five core propositions of the program?",{"text":70,"@type":62},"They state that teachers are committed to students’ learning, know the subjects and how to teach them, manage and monitor student learning, think systematically and learn from experience, and participate as members of learning communities.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},603303,1792096044,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},8,30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":114,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":78,"read_time":142},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Connecting Curriculum and Instruction to National Teaching Standards  \nby Joyce M. Lieberman and DavidA. Walker  \nAbstract  \nMeeting the requirement for highly qualified teachers as outlined in the No Child Left Behind Act has left school districts in a quandary, especially those that serve a population of students deemed “at-risk” and where attracting and retaining highly qualified teachers is difficult. One professional development program based on recognized strategies for exemplary teaching—the National Board for Professional Teaching Standard’s five core propositions—is being tested in one school district in Illinois. This article presents preliminary data regarding the effectiveness of this program.  \nTeachers historically have been expected tobe agents of change or teacher leaders. As educators, they are expected to advance students’ academic, social, and emotional well-being, and are presumed to promote the values and beliefs that students must embrace to contribute to and advance a democratic society (Rearick and Feldman 1999) . The profession’s educational reform efforts increasingly have put pressure on teachers to be change agents beyond the classroom walls, to encourage student learning, to lead school-level reform efforts, and to add to the advancement of their profession. As Darling-Hammond (1987, 356) stated 20 years ago,“The responsibility for shaping schooling must permeate the teaching force, or schools will not change in substantial ways.”  \nTeacher leadership takes many forms: designing curricular and instructional programs, working effectively with colleagues and parents, developing and implementing school-level policies and procedures, and sharing expertise and wisdom of practice with novices. Yet, the typical classroom teacher is not prepared for these diverse leadership roles. In addition to possessing the qualities associated with outstanding classroom teaching, he or she also must be an effective collaborator with the ability to promote school-level change. Price and Valli (2005, 67) found that even preservice teachers  \n274  \nResearch Reports  \nmust embrace the notion of “teacher as change agent . . . [because] such a role is not only feasible for student teachers but preferable.”  \nSo, how can teacher educators provide preservice and practicing teachers with opportunities to acquire the knowledge and skills required tobe agents of change and to adopt increasing types of leadership roles? One strategy is to provide teachers with professional development that addresses these issues through programs based on the National Board for Professional Teaching Standard’s (NBPTS 2006a) five core propositions:  \n1. Teachers are committed to students and their learning.  \n2. Teachers know the subjects they teach and how to teach those subjects to students.  \n3. Teachers are responsible for managing and monitoring student learning.  \n4. Teachers think systematically about their practice and learn from experience.  \n5. Teachers are members of learning communities.  \nPolicy Context  \nSince the release of A Nation at Risk: The Imperative for Educational Reform (National Commission on Excellence in Education 1983), legislative agendas and national reports have reshaped teacher certification and professional development. A Nation at Risk generated extensive attention to America’s educational system and motivated national and state commissions and task forces across the country to acknowledge the problems in education. To address these shortcomings, the Commission (1983) outlined four major recommendations:  \n1. Graduation requirements should be strengthened so that all students establish a foundation in five new basics: English, mathematics, science, social studies, and computer science.  \n2. Schools and colleges should adopt higher and measurable standards for academic performance.  \n3. The amount of time students spend engaged in learning should be significantly increased.  \n4. The teaching profession should be stre","cbCaiu6c1HbcqQv9","https://ap.wps.com/l/cbCaiu6c1HbcqQv9","pdf",300938,"English","# Abstract\n## Professional Development Program and Preliminary Findings\n## Teacher Leadership as a Change-Agent Role\n## National Teaching Standards and Policy Context\n## A Nation at Risk: Recommendations\n## Teacher Certification and Professional Development Reforms","[{\"question\":\"What problem does the article address for districts serving at-risk students?\",\"answer\":\"It examines how districts struggle to meet the demand for highly qualified teachers under No Child Left Behind, especially where attracting and retaining such teachers is difficult.\"},{\"question\":\"What professional development program is being tested?\",\"answer\":\"A program based on the National Board for Professional Teaching Standards’ five core propositions is being tested in a district in Illinois.\"},{\"question\":\"What are the five core propositions of the program?\",\"answer\":\"They state that teachers are committed to students’ learning, know the subjects and how to teach them, manage and monitor student learning, think systematically and learn from experience, and participate as members of learning communities.\"}]","Connecting Curriculum and Instruction to National Teaching Standards - Abstract | PDF",23]