The National Board for Professional Teaching Standards (NBPTS) was initiated in 1987 to establish “high and rigorous” standards for the teaching profession, create a voluntary system to certify accomplished teaching, create professional development opportunities, and increase the status of the teaching profession in America. Various educators have proposed numerous challenges to the NBPTSsystem, particularly the assessment process, whereas other educators have suggested that the NBPTSprocess will create new possibilities for staff development and increase the quality of classroom teaching. This article outlines a variety of possibilities and challenges for classroom teachers considering NBPTScertification and other concerned educators synthesized from the available research and educational publications.
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