If states and districts are starting to embrace the National Board for Professional Teaching Standards and its system for certifying exceptional teachers, educators in Coventry have fully embraced it. The Coventry school system, located near Providence and consisting of 5,650 students, has made an unusually intensive and expensive commitment to encourage and support teachers to undergo the voluntary national assessment of their teaching.

In Coventry, national certification is highly valued and worth nearly $80,000 for teachers. They receive stipends of at least $7,000 annually, increasing to $7,500 next year, for the 10-year duration of their certificates. For teachers who earn a maximum salary of $58,350, the stipend is a significant increase.

The success of this undertaking has led Coventry to serve as the central hub for all of Rhode Island’s efforts to support national certification. In 1997, impressed by the district’s work, the state legislature began allocating funds to support candidates’ certification fees. This year, the amount reached $90,000. The Rhode Island Foundation, based in Providence, also contributed $50,000.

In Coventry, the vision outlined by the founders of the privately organized national board is becoming a reality. Teachers are assuming new and expanded roles, engaging in discussions about their teaching practices, and sharpening their skills. Every Coventry teacher who has attempted to become certified has succeeded. The district, which has 450 teachers and nine schools, currently has 10 nationally certified teachers who are products of their own system. Two additional teachers were recruited from neighboring districts, and five more will be submitting their video tapes and portfolios for evaluation next month. Eleven others have expressed interest in participating next school year.

Coventry was one of the first districts in the country to include comprehensive language in its collective bargaining contract to support national certification. The national board now uses their language as a model. Mary-Dean Barringer, a vice president of the board, praises Coventry’s approach, stating that they gave careful consideration to the policies, incentives, and rewards necessary to institutionalize certification over time.

One of the reasons why Coventry’s approach is successful is because national certification is seamlessly integrated into the district’s day-to-day operations. The district, which is experiencing rapid growth in its suburban areas, utilizes New Standards, the guidelines for student learning developed by the National Center on Education and the Economy in Washington. These standards align with the state’s assessment system, and Coventry students in elementary and middle grades have demonstrated significant improvement.

Even if teachers in Coventry choose not to pursue national certification, its influence is still felt in the district’s evaluation system. Teachers are required to complete portfolios documenting their work in the classroom. Additionally, the district is introducing a voluntary pay-for-performance plan, where teachers can earn stipends over four years by completing a process similar to the national certification.

Coventry educators who achieve national certification are rewarded with generous stipends annually. Those who do not obtain the certification receive six credits that advance them on the salary scale. Additionally, the district is committed to providing new professional opportunities for board-certified teachers, such as contributing to professional development activities, working on school improvement plans, and developing curriculum.

Mr. Deasy emphasizes that Coventry is not a wealthy district, ranking in the middle when it comes to per-pupil spending among the state’s 36 districts. However, he takes pride in the fact that Coventry allocates a higher proportion of its resources towards instruction and teacher salaries.

In 1998, Coventry established a center for professional development and leadership, appointing a district teacher of the year, Kathleen Swann, as its director. Swann organizes workshops and information sessions to recruit candidates for national certification and assist those already in the certification process. According to Swann, the process itself holds significance, rather than just the end results.

Due to the district’s strong support and visibility of national certification, teachers in Coventry openly ask their colleagues to review the extensive reflective writing portfolios, which span nearly 300 pages. They often create signup sheets in faculty lounges to find readers for their portfolios. Swann states that this creates valuable professional conversations, with teachers staying after school to watch each other’s videotapes.

The district’s center, with Swann also serving as a state facilitator, has now become the core of Rhode Island’s efforts to support candidates for board certification. This year, the Rhode Island Foundation contributes $25,000 towards Swann’s salary, but no longer covers candidates’ fees.

In spring, Ms. Swann organized a "Pack the Box" party for teachers completing their portfolios, providing free photocopying and pizzas before sending them off. Rhode Island College and the University of Rhode Island offer teachers credits for taking courses designed and taught by Swann for individuals undergoing the national certification assessment.

The process of participating in the national board’s assessment is highly visible and culminates in a celebratory event here. Superintendent Deasy and the school board chairman, Mr. Butler, personally deliver bouquets of flowers to teachers who receive the good news of their certification. The school board honors them in a special ceremony, and Rhode Island also recognizes its top teachers at the state Capitol.

The prevailing positive attitude in Coventry appears to counter much of the negativity and professional envy experienced by some nationally certified teachers. While occasional negative attitudes may arise, they are not given much attention.

Coventry’s enthusiasm for national teacher certification differs from the findings of a study conducted by the University of Wisconsin-Madison on five undisclosed districts. While the researchers state that their findings cannot be generalized beyond the districts examined, they found that the impact of national certification was mostly limited to the classrooms of the certified teachers. The researchers write that in four of the districts, board certification had not yet integrated into schools’ internal accountability systems or significantly influenced the broader professional school community.

According to Carolyn Kelley, an associate professor of educational administration who conducted the study, one reason for this could be that few district administrators or principals had sufficient knowledge about national certification. However, as more teachers volunteer to participate, she believes that the dynamic could shift towards increased teacher leadership and changes in school organization.

Overall, Coventry’s approach to national teacher certification is characterized by a supportive and positive atmosphere.

"This experience has broadened my perspective beyond Room 15, allowing me to perceive the profession in a different light," she expressed. "I have put my practice to the test against national standards." At Coventry High School, two teachers with national certification now hold prestigious positions as department chairs, which are typically assigned based on seniority in many other high schools. One of these teachers, Vic Osterman, had to retake a portion of the assessment test at the assessment center twice before finally achieving national certification. "In the beginning, it was a source of embarrassment," he admitted. "However, many individuals within the school encouraged and supported me, saying, ‘You can do this.’ We discussed it as a gradual process, and I understood that I possessed the qualities they sought." The evident confidence displayed by Coventry’s nationally certified teachers seems to inspire their colleagues. James Erinakes, the math department chairman at Coventry High and a seven-year veteran teacher, reviews the written work and evaluates the video recordings of other teachers to offer constructive feedback. When he undertook the assessment in 1997, the district did not even offer the stipends that teachers currently receive for certification. Reflecting on the financial incentives, he remarked, "This is more than satisfactory!" Although Judy Baxter, the head of the high school’s English department, was not motivated solely by the financial rewards, they undeniably played a part. "I cannot deny that it crossed my mind," she confessed. "It felt like I was finally receiving compensation for my actual work."

emmawillis

Emma Willis is a 31-year-old blogger and professor. She has a passion for writing and teaching, and loves exploring new ideas and sharing her insights with others. Emma is a natural leader and motivator, and has a gift for helping people discover their own potential. She is also an avid learner, always looking for new ways to improve her skills and knowledge.