The goals of the NBPTS include helping to professionalize the field, motivating districts and states to raise salaries for accomplished teachers, motivating districts and states to expand opportunities for leadership in the field, and increasing accomplished teachers' satisfaction with their careers. Little information is available to evaluate progress toward these goals. One study examined teachers' longevity in the field. The results suggest that board-certified teachers are more likely than other teachers to indicate that they plan to remain in teaching, but the findings were based on teachers' responses to only a few survey questions. This finding was corroborated by results from our own analyses, which indicate that board-certified teachers actually do stay in teaching at higher rates than other teachers. However, our findings were based on a small national sample of teachers and need further corroboration.

Neither the existing study nor our analyses permit causal inferences; that is, they do not indicate whether the NBPiS process causes teachers to stay in the field longer or whether the teachers who choose to become board certified are already more likely to remain in the field, regardless of whether they earn certification. Another study addressed the question of whether acquiring board certification affects the mobility of teachers in the field. Data from North Carolina show that those who obtain board certification tend to change teaching jobs at higher rates than do unsuccessful applicants. These data also indicate that when they move, board-certified teachers are likely to move to teaching assignments with more advantaged conditions, such as schools with higher student achievement levels or fewer students in poverty.

However, it is not clear that this tendency is any more prevalent for board-certified teachers than for other teachers with excellent qualifications. Additional research is needed on the career paths of board-certified teachers before any firm conclusions can be drawn. We recommend that the NBPTS and other researchers study the subsequent career choices of teachers who have applied for board certification. These studies should use methodologies that permit comparisons of teachers' career choices before and after becoming board certified, and they should compare the choices of unsuccessful applicants for board certification, teachers who successfully obtained the credential, and teachers who did not apply for it. In short, it is necessary for a teacher to learn more than one thing or two things in the long run while in their career. But at least they need to learn as well as accumulate enough teaching methods. And for a few good teachers, they can try to read more books and summarize as often as they can to get promotion in the coming years. Learning things is not limited to the scentific area. Instead it also has relations with some other things like speaking a language or using software, including Rosetta Stone German and Rosetta Stone Hebrew. If you have a creative mind, you will make all your own differences in the end!