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Journeys toward Reflection Practice: How National Board Certification Influences Teacher Identities and Practices MaryLu Hutchins The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs. Journeys toward Reflective Practice: How Engaging in National Board Certification Influences Teacher Identities and Practices iii Acknowledgements “It doesn't happen all at once...you become. It takes a long time,” By Margery Williams, in The Velveteen Rabbit It is important to thank the people who believed in you. Supportive relationships created my opportunity for genuine education and growth. I will always be deeply indebted to the time and experience of Dr. Sharon B. Hayes, whose level of expertise and responsiveness guided each moment of composing coherent thought and writing. She has been a blessing to me in this process and more importantly, to my life. Dr. Sherfinski reminded me to consider the level of access to learning we, as educators, provide to our students. Dr. Swan-Dagen moved the National Board process forward in West Virginia so that we might provide more opportunity for our students with her tireless work. Dr. Neal Shambaugh analyzed my research documentation and his insights improved my work. Dr. Kale reminded me that videotaping and subsequent “reflection on action” are potent forces for improving educational practices at every level. My committee discussed, questioned, and guided my dissertation process, and made his work possible. Thank you to Karrie, Aaron, Lauren, John, and Lucia, my motivation for all time. Success is a journey and the next level is always possible. Your expectations kept me on track. Most importantly, Russell, thank you for being my greatest teacher. It truly has been our parents who enabled the strength we possess and which remains unwavering for the journey. Journeys toward Reflective Practice: How Engaging in National Board Certification Influences Teacher Identities and Practices iv Table of Contents Chapter 1  1 Introduction  1 Background  1 Research Questions  3 Origins of the Study  4 Purpose of the Study  12 Significance of the Study  13 Summary  14 Chapter Two  16 Literature Review  16 Foundations for Examination of Reflective Teaching as Practice  16 Reform in Education  22 Historical summary.  22 Impetus for reform: competiveness in a global market.  23 Actions leading to reform: a nation at risk.  24 National Board for Professional Teaching Standards  27 History.  27 Components.  28 Principles and core propositions.  29 Standings of accomplished practice.  32 Research on effectiveness of NBCTs.  32 NBPTS process: reflection standards.  36 Research and the Meanings of Reflection  40 Dewey: “learning is learning to think.”  40 Zeichner and Liston.  43 Schön: reflection on action and in action.  45 Etscheidt, Curran, and Sawyer: models of reflection.  50 Zeichner and Liston: five key features of reflection.  55 Reflection as fostered by collegiality.  61 Summary  64 Chapter Three  65 Materials and Methods  65 Purpose of the Study  67 Theoretical Perspective: Social Constructivism  68 Engaging in Narrative Inquiry  73 The Research Contexts  75 National board certification process.  76 West Virginia context.  78 Participant’s school contexts.  81 Journeys toward Reflective Practice: How Engaging in National Board Certification Influences Teacher Identities and Practices v Participants and Their Roles  82 Researcher and Her Roles  85 Data Sources and Collection