Welcome to our presentation on National Board Certification. National Board Certification is about validating your everyday teaching practice against a set of rigorous, national standards for what highly accomplished teachers should know and be able to do. It is for those of us who choose excellence in and out of our classrooms, with our students and our school communities. Today I will present you with basic information about the National Board process and offer you resources for how to find out more information.
This is the resounding comment of teachers who have experienced the National Board Certification process. Teachers like that this process is so student-centered and so focused on everyday classroom practice. A short anecdote about the excitement/learning/growth you experienced during the process is appropriate here. Be careful to not share “war” stories, though – keep it positive and focused on professional growth.
According to this report, NBPTS Standards and National Board Certification have taken the culture of teaching to a higher level by creating national standards for the profession. The report recognizes the potential of National Board Certification to bring benefits to more schools and observes that the National Board’s work needs strong support and coordination by states, districts and schools as well as higher education and other non-governmental groups. The report, Assessing Accomplished Teaching: Advanced-Level Certification Programs , was produced by the NRC following a request by Congress to develop a framework for evaluating programs that offer advanced-level certification to teachers. NRC began work on the report in 2005 and spent the next 30 months gathering and evaluating information for the final document. More information on the report can be found at http://www.nbpts.org/about_us/news_media/press_releases?ID=422
Offered on a voluntary basis, National Board Certification is an advanced credential, while state licensing or credentialing systems set entry-level standards for novice teachers. This advanced credentialing process is comparable to becoming a board-certified doctor or a certified public accountant. National Board Certification develops and recognizes teachers who have met high and rigorous standards for teaching excellence. National Board Certification affirms that a teacher was judged by his or her peers as one who is accomplished, makes sound professional judgments about students' best interests and acts effectively on those judgments to provide the best learning environment for all students. National Board Certification is administered by the National Board for Professional Teaching Standards.
Many teachers and other educators value the NBPTS process as a professional growth opportunity. The process is structured for you to offer an in-depth analysis of your planning and the impact your teaching has on your students. When you are able to examine your own teaching in light of the NBPTS Standards, you are better able to pinpoint the strengths and needs of you and your students. Research shows that National Board Certified Teachers have a positive impact on student learning. For example, they are more proficient in evaluating student learning and delivering appropriate instruction. NBCTs are of such value to their schools and education systems that a number of states and school districts have instituted support and incentive programs to encourage candidates to pursue certification and reward teachers who have achieved certification. For example, many states offer salary incentives for teachers who certify. Most states recognize National Board Certification as meeting license requirements. NBCTs can earn graduate credit for completing the certification process in many higher education programs. NBCTs have opportunities to advance as teacher leaders and mentors in their classrooms and schools. Refer people to the Web site (www.nbpts.org) and its state pages to see what incentives exist for NBCTs. You can do this in advance for your particular audience to tailor a list of benefits and incentives specific to them.
Studies show that students of NBCTs improve in terms of deep learning--the kind of higher-order thinking that is needed for a 21 st century workforce.
All aspects of this assessment were created by teachers. Teachers who practice in the certificate areas created the standards, as well as the assessment items. This is what makes the process so authentic.
The Five Core Propositions describe what highly accomplished teachers should know and be able to do. These are the basis of all of the certificate area standards. All certificate standards have these commonalities. There is high regard for the knowledge, skills, and abilities that teachers must have in order to be successful, and there is recognition that what highly accomplished teaching looks like and sounds like in the Kindergarten classroom is different than in a high school English classroom. So, while these propositions are the common themes of accomplished teaching, the certificate area standards provide the depth and breadth of teaching in a particular subject area at a particular developmental level.
The NBPTS respects the individuality of teachers and the different skill sets required according to subject/content/age of students. It is important to know that while there are commonalities among all highly accomplished teachers, there are very discrete knowledge, skills, and abilities required depending on the teaching context. The National Board Certification process recognizes that a highly accomplished kindergarten teacher may look different than a highly accomplished high school biology teacher.
Some certificate area standards may cover a wider student age range than a specific certificate area. For some disciplines, more than one developmental level certificate is available and the same set of standards may apply to both levels. Please note that some of the certificates listed here may only be available on a limited basis depending on candidate demand. Future availability will depend in part on candidate demand as indicated by the number of first-time applications received with payment by NBPTS as of the end of the application period. For example, there used to be a certificate for the Early Adolescence generalist until demand became so low and costs became too high to offer it to so few teachers. Visit the NBPTS Web site for updated information.
There are often many questions regarding individual situations around experience, license, etc. Please see the additional resources in the toolkit for support.
03/01/12 Four entries are portfolio-based and represent a state-of-the-art performance assessment system. This part of the assessment requires evidence of accomplished teaching practice. The required entries entail: Planning and videoing two classroom instructional activities, one in a large group setting, one in a small group setting Providing student work samples that demonstrate growth in student learning over time Documenting accomplishments related to engaging students’ families and others in students’ learning Six assessment center exercises require responses to computer-delivered prompts provided in special testing facilities across the county. Candidates have up to 30 minutes to provide typed, essay or constructed responses to these prompts. These six exercises demonstrate the breadth and depth of content knowledge associated with the candidate’s field.
It’s now time for a brief exercise: Think of the best lessons you’ve taught. Describe them--and their attributes. Pose the question, and then give 2-3 minutes think-pair-share, then do a whole group share. Encourage the audience to talk about this. List attributes on a poster board, easel sheet, chalk board, or you can type the information on a blank slide. Now, connect these attributes - “best practices” to the Five Core Propositions. They are displayed on the next slide. Let’s compare the answers you gave about the best lessons you’ve taught to the NBPTS Five Core Propositions. NBPTS contends that accomplished teachers have the same—or similar—qualities described in these five propositions. So, you’ve just demonstrated some classroom evidence of your practice aligning with these Propositions. These Core Propositions are the basis for all of the Certificate Area Standards. The NBPTS process will require you to continue this type of analysis and reflection, and then compile the evidence to present for scoring. You are documenting your excellence.
This slide is to illustrate the length of time that the NBPTS allows for an assessment cycle. Many states and districts have differing timelines due to local and state funding. Be sure to be aware of the timeline in your district.
The process is multifaceted. While there are logistical pieces to keep up with during the process, there are also the content and pedagogy pieces that run throughout both the Portfolio Entries and the Assessment Center Exercises.
Scoring happens in designated sites across the country. All ten components of the assessment are sent out to different sites to be scored, so no one person scores all ten. Assessors must be a certified teacher in the area for which they are scoring. Assessors undergo intensive bias prevention training exercises. For example, they are trained to overlook professional bias towards intructional approaches that might be different than the way the assessor would teach a lesson.
Find out information for your state: http://www.nbpts.org/resources/state_local_information
There are many factors to consider in your decision to engage in National Board Certification. When you make the commitment, you will need to adjust your life around the commitment. Time – the process does take time. Reading and analyzing Certificate Standards, collecting and analyzing student work, videotaping, and writing the written commentaries are time consuming tasks. Organizing and preparing are key factors in maximizing your time. Professional commitments – consider the other commitments you may already have, such as mentoring, coaching, after school clubs, etc. Think about the amount of commitments you have on your plate, and how you will rearrange your plate in order to make time for National Board Certification. Professional goals – consider your professional goals. Your professional growth is important, and the National Board process can be an important part of your professional growth. Weigh the time/money commitment against taking other types of coursework and workshops. Personal commitments – You will want to have gain support from your friends and family. Discuss the process with them and how it fits into your professional vision. They will be your most important cheerleaders through the process. Make the commitment to yourself and your students to choose and demonstrate your excellence!
Share local candidate support activities/programs Insert local candidate support information here.
While it is possible to achieve National Board Certification without participating in a support group, many find that participation helps keep them focused and motivated, and enhances their understanding of their teaching practices and the decisions they make in the classroom. Many National Board Certified Teachers support others going through the process. Good candidate support helps to foster deeper analysis, intense reflection, and more successful organization and planning. Please see the official document “Guidelines for Ethical Candidate Support” This document describes how NBCTs can support candidates in a collaborative and professional manner that won’t violate any NBPTS rules and regulations. http://www.nbpts.org/for_candidates/candidate_support http://www.nbpts.org/userfiles/File/Ethics_Policy_Final_2008(2).pdf Insert local candidate support information here.
Thank you for your time and attention.
Becoming a National Board Certified Teacher NSTA 2012, Indianapolis Patty McGinnis, NBCT Kitchka Petrova, NBCT National Board for Professional Teaching Standards
Choosing Excellence: National Board Certification You’re at the head of your class. Now go to the top of your profession.
The National Board Certification process is the best professional development experience I’ve ever had. National Board for Professional Teaching Standards
National Board Certification fosters quality teaching and student learning
“ The evidence is clear that National Board Certification distinguishes more effective teachers…with respect to student achievement.”
National Research Council of the National Academies
National Board for Professional Teaching Standards