An "Exceptional" New NBPTS Certificate for Special Educators

By Helms, Ronald G. | Teaching Exceptional Children, May/June 2000 | Go to article overview

An "Exceptional" New NBPTS Certificate for Special Educators


Helms, Ronald G., Teaching Exceptional Children


The National Board for Professional Teaching Standards (NBPTS) has established five broad paths for teachers of students with disabilities. Teachers may select the "best fit" within these paths to undertake NBPTS' voluntary assessment as Exceptional Needs/Specialists:

* Early Childhood (birth to 8 years)

* Mild and Moderate Disabilities (5 to 21 + years)

* Severe and Multiple Disabilities (5 to 21 + years)

* Visually Impaired (birth to 21 + years).

* Deaf/Hard of Hearing (birth to 21 + years).

Special education teachers (PreK to 12 + ) may now be recognized by their schools, communities, state, and nation as accomplished teachers.

A New Focus on Exceptional Needs" NBPTS certification became available for special educators in the academic year 1999-2000; the process is new (NBPTS, 1999b, p. 6). McKinley, Welch, and Zambone (1999) were featured at the Sixth Annual National Board Academy held in Las Vegas. Their presentation, Breaking New Ground for NBPTS: New Certificates, provided an indepth view of the Exceptional Needs certificate. This presentation focused on certification for "Exceptional Needs/ Specialists." The presenters described the vision of a professional continuum for special educators outlined by the National Commission on Teaching and America's Future (NCTAF) (NCTAF, 1996). The authors established a clear continuum for these teachers: from Teacher Education Accreditation (through the National Council for the Accreditation of Teacher Education, NCATE) to Initial Licensing (through Interstate New Teacher Assessment and Support-http://www.ccso.org/intasc/ html [INTASC]) to Advanced Certification (through NBPTS). This presentation focused on relationships among The Council for Exceptional Children's (CEC's) Standards and Certification: A Code of Ethics and Standards for Professional Practice for Educators of Persons with Exceptionalities (The Council for Exceptional Children, 1998), international standards for entry into professional practice, and guidelines for special educational professional programs in colleges and universities and accrediting agencies (NCATE.)

Teachers are central to all aspects of the National Board's efforts. The Exceptional Needs Standards Committee reflects this policy. The majority of its members are practicing teachers representing the breadth of the field, diversity in settings, and a wide variety of contexts. Teacher educators and disability stakeholders form the remainder of the committee's membership. The Exceptional Needs Standards complement the standards established by CEC. Leaders and members of CEC have been consulted in developing this new national certification. Bob Garcia, member of the Exceptional Needs Standards Committee, was quoted in CEC Today: "For the National Board to recognize and elevate the teaching profession is important, as is the effort to recognize exemplary teachers and set standards for the profession" ("Special Education Teachers Now Eligible for National Certification," 1999, p. 1). The same article (p. 5) also indicated that Rosalie Dilbert, Matty Rodiguez-Walling, and Ann Welch, past Clarissa Hug Teachers of the Year, were instrumental in developing the Exceptional Needs Standards for the NBPTS.

Exceptional Needs Certification A review of the NBPTS certification areas indicates that PreK-12 special educators have five paths to consider for certification. The board has developed rigorous national standards of learning and teaching assessment in several areas. Currently certification is available in 16 areas-as generalists or specialists, from early childhood education through young adulthood (see box, "Framework of National Board Certificates").

The Exceptional Needs/Specialist standards and certification were designed for teachers of students with disabilities. Although NBPTS currently does not have a special certification for teachers of talented and gifted (TAG) children, the National Board encourages TAG teachers to choose an existing area of certification that best fits their practice. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

An "Exceptional" New NBPTS Certificate for Special Educators
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.