A Superintendent's View

Michael N. Riley, superintendent of the Bellevue School District (Washington) talks about what he learned about National Board Certification—from a teacher.

Here is an excerpt from his column (The School Administrator, August 2007):

Shelly Ward became the first National Board Certified Teacher in Bellevue, Wash., in 2000, and the experience forged her into an assertive and convincing advocate. She made certain our professional community understood the philosophy and values as well as the requirements of the National Board for Professional Teaching Standards. She dragged me and others to statewide events where certified teachers testified — with all its religious connotations, this is the appropriate word — and explained how our school district could both inspire and support teachers in the quest for certification.

Read more at  The School Administrator online.

New NEA-AFT Guide for Teachers

NEA and the American Federation of Teachers (AFT) recently joined forces to publish a practical guide that helps educators seeking certification from the National Board for Professional Teaching Standards.

A Candidate's Guide to National Board Certification 2006-07 ( PDF, 973 KB, 67 pp.), capitalizes on the experiences of those who have already earned this credential. The publication includes practical tips for:

• Staying organized
• Creating a schedule
• Understanding the National Board standards
• Assembling your portfolio
• Creating your videotapes
• Documenting your accomplishments

The guide also includes hands-on exercises, and hints and advice from National Board Certified Teachers.

Related Links

National Board Certification -- Articles and profiles about the certification process and teachers who have achieved it.

National Board Certification of Teachers -- NEA's position on National Board Certification (NBC) and information on NBC summits, research, and help for candidates and teacher profiles.

National Board for Professional Teaching Standards (NBPTS) -- Home site of the NBPTS, an independent, nonprofit, nonpartisan organization governed by a board of directors, the majority of whom are classroom teachers. NBPTS is leading the way in advancing the quality of teaching and learning by maintaining high standards for professional performance. 
 

Large-Scale Study (2004) Shows Higher Test Scores for Their Students

The Urban Institute and the University of Washington completed a study showing that students of National Board Certified Teachers (NBCTs) improved on elementary math and reading tests more than pupils whose teachers did not achieve National Board Certification. And, the effects of NBCTs on students who were younger or low-income were even greater. The results are impressive.

The report suggests that policymakers should consider the value of NBCTs working with low-income students, and the value of creating mechanisms for keeping NBCTs in the classroom.

North Carolina was selected as the data collection site because the state provides generous incentives to those who become certified. And, at the time of the study, the state had about 25 percent of the nation's NBPTS-certified teachers. In addition, North Carolina maintains extremely detailed databases that allow researchers to link students and teachers and track both over time.

Researchers Dan Goldhaber and Emily Anthony found that NBPTS certified teachers are more effective than their noncertified counterparts, and that the NBPTS process successfully identifies the more effective teachers among NBPTS applicants. The statistical significance and magnitude of the "NBPTS effect," however, differs significantly by grade level and student type.

Read the research brief of the study, "National Board Certification Successfully Identifies Effective Teachers." From Center on Reinventing Public Education (CRPE).

Read the full research report, "Can Teacher Quality Be Effectively Assessed?" (2004).

Related Links

Who Applies for and Earns Advanced Teacher Certification?  (Urban Institute 2003) – Research Brief. Interesting statistics on which teachers apply for National Board Certification, who they teach, and where they teach.

National Board Certification Resources – General information, candidate information, research, and resources about the National Board Certification process.

Find Out More About NBC Teacher Katherine Wright Knight

This profile is one in a series that focuses on NEA members who have achieved National Board Certification (NBC). In the profiles, certified teachers talk about the process and how it has affected their practice.

Katherine Wright Knight is a secondary English teacher in Little Rock, Arkansas. And a mentor to student teachers from four institutions of higher education. And she currently serves as secretary-treasurer of Arkansas Education Association. An enthusiastic proponent of NBC, she was one of the first teachers in central Arkansas to earn certification in adolescent/young adult English language arts.

Here is how Knight described her experience with the National Board Certification process.

Why did you pursue National Board Certification (NBC)?
I had been aware of NBC for a number of years, and my interest increased as I waited for NBPTS to offer certification in my area (secondary English). When it became available, I was very excited. I couldn’t think of anything that I wanted to do more.

I tried hard to get several friends in my district, the Little Rock School District, to join me in my enthusiasm. I was only able to convince one, my kindergarten friend, Lou Ethel Nauden, that this was a great adventure and the chance of a lifetime. We could become better teachers and explore new possibilities. I have always enjoyed a challenge and it was very important to me professionally to become board certified.

What was the National Board Certification experience like?
It was an experience that I shall never forget. I learned so much about myself as a teacher and about what I was doing well and what areas needed strengthening. Discovery of one's own flaws is a true awakening.

I spent hours reading, writing, and revising. Making decisions about what instructional goals and lessons to focus on was most difficult. I am innovative in the classroom and had too much material from which to choose. I had been videotaping my students and myself for years, so selecting one video was difficult. Scrutinizing myself from video or audiotape was easy. Writing about it is not nearly as comfortable.

What were the high and low points? 
The lowest point was not making it the first time. Other low points were when people tried to discourage me.

I was sometimes disappointed in myself if I was unclear about what direction to take. I didn’t have anyone to collaborate with except my kindergarten friend. No one in my district, or even nearby, was board certified. I teach collaboration and the Slavin Model of Cooperative Learning. I couldn’t cooperate or collaborate. I had to be my own critic.  

Was it worth it?
Absolutely! It means a great deal to me professionally and personally. I would do it again. There were some unexpected challenges in my field -- the long reading lists, the study of opera, art, and photography. I now see Carmen differently. I recognize Degas and his work, and I know much more about Civil War photography and how it records the history. It was valuable new learning for me and I continue to share my experiences with others -- students and staff.

Did the process impact your teaching?
More than you can imagine. I thought I was a good teacher. I am much better because of National Board Certification.

I think through everything more carefully. If it doesn’t have significant impact on student learning, I don’t do it. I evaluate whether my strategies have more impact with or without the creative idea. I do even more reflection. As a result my students learn more.

Has it affected your role as a state leader?
Yes, definitely. I am currently serving as secretary-treasurer of the Arkansas Education Association. My role as immediate past Little Rock Teacher of the Year was made possible because of NBC. Despite all the other credits attached to my name year after year, I had never been nominated or selected. I was one of the first two board-certified teachers in my district. I used NBC as a part of my campaign to promote the idea that leaders in the Association can also be leaders in classroom instruction.

My selection as Arkansas Teacher of the Year has allowed me to promote the Association and NBC. I think people probably are getting tired of me trying to encourage them to become NBCTs.

It is an asset to me, to my local (where I served as president for two years), and to my school and my state. People say they are proud of me and of what I have accomplished. They are pleased that I advocate for them, and that I try to demonstrate the best of what teachers and educators can be.

I believe that as a leader at the school, local, state, and national levels, I must model good teaching. This promotes membership and belief in the purpose of the unified education profession.

I am National Board Certified and proud of it. I share my experiences whenever the opportunity presents itself.

What do you say to NEA members in Arkansas who contemplate NBC?
"Try it. You’ll like it." I believe that this process is the best professional development that I have experienced. Other NBCTs say the same thing about the learning experience.

I tell them that it provides an advantage for them because they learn more about themselves and about teaching and learning. I say, "This is a great opportunity for you and for your students. Seriously think about how you can improve."

I don’t say much about the stipend in Arkansas. It is not a selling point.

----------------
Katherine Wright Knight teaches ninth and tenth grade English at Parkview Arts/Science Magnet School in Little Rock, Arkansas. Knight adopted the Slavin model of cooperative learning in her classroom and is a certified trainer and statewide consultant. Other awards include her selection as the 2002 Little Rock School District Teacher of the Year and as the 2002 national recipient of The NEA Foundation Award for Teaching Excellence, which recognizes excellence in teaching and advocacy for the profession.

Other Profiles of National Board Certified Teachers

» NBC Brings New Leadership Roles  -- Teacher Tom White enjoys the challenges. (Washington)

» NBC: An Opportunity to Give Back to the Community -- Read about NBC Teacher Julie Hutcheson-Downwind. (Minnesota) 

» More Meaningful Than Master's Degree Work -- Read about National Board Certified teacher Barbara Grogg. (Delaware)

» Certification Was Pivotal Point in Her Career -- Find out more about National Board Certified teacher Linda Edwards. (Colorado)

» Profiles in National Board Certification -- Meet Rhonda Hale -- Teacher, mentor, and local prez. (Kentucky)
 

Related Links

» Award for Teaching Excellence -- Katherine Wright Knight is the 2002 Recipient of the NEA Foundation Award for Teaching Excellence.

» National Board Certification -- Earning an advanced teaching credential.

» National Board of Professional Teaching Standards -- Information about the National Board of Professional Teaching Standards (NBPTS) and the National Board Certification (NBC) process.

»  Online Service for NBC Support Providers -- Information for those who support National Board Certification candidates.

» Preparing for National Board Certification? -- Hints from National Board certified teachers. 

» National Board Certification Resources -- A list of links to information about the various aspects of National Board Certification.

Extra Money? Becoming a Better Teacher?

By Max Fischer, EducationWorld.com

Max Fischer discusses his experience becoming nationally board certified.

$25,000!
With neon dollar signs flashing through my mind, I first became aware a few years back of National Board Certification for teachers. $25,000 was the amount my state was using as bait to lure teachers to attempt National Board Certification; those who were successful would receive $2,500 annually for the ten-year life of the certificate.

Surely, I could use the annual stipend my state was using as a carrot, but my penchant for mercenary endeavors was tempered by the articles I read and the knowledgeable people I contacted. Those articles and people spoke with foreboding voices. Adjectives describing the process as intense and intimidating were tossed about as freely as snowballs in a Buffalo winter.

Those teachers who find themselves similarly conflicted about pursuing NBPTS certification might profit from my quandary and its resolution...

Taking a Critical Look at the Pitfalls
The $2,500 annual stipend my state offered (other states offer more, some less) was a legitimate enticement. As the major income provider for my family, the extra $25,000 over the next decade would be greatly appreciated. However, cautious by nature, I also saw some very critical pitfalls with the NBPTS process.

• Could I devote an additional fifteen hours a week for up to six months to this task without driving my family and myself insane?
  
  
• If so, could I withstand the blow to my ego if I did not pass on the first try? (Candidates have up to three years to pass all the necessary sections of the process to attain certification.)
  
  
• I especially wanted to do this in a vacuum with regard to my colleagues. My reasoning dictated that there was no need for anyone else to know -- in case I failed.

Indecision had a paralytic grip upon me, a grip that could not be loosened by merely envisioning monetary gain.

Ironically, it was the thought of failure that would serve as the catalyst for my attempt. The realization hit me that I was attempting to rationalize away any proactive attempt to improve my teaching. I was mirroring what many of my students do -- what I try to talk many of them out of doing! I was falling into the trap. I was playing things safe. I was being content with the status quo: "Don't extend to improve yourself, Fischer." ... "As a teacher, you're just fine." ... "Why subject yourself to this after almost thirty years of successful teaching?"

From the outset of my career, being the best teacher I could possibly be had always been my foremost goal. Ultimately, the challenge to perform at my best overcame the narcotic lull of self-satisfying mediocrity. I resolved to give National Board Certification my best shot.

Organization Is Key!
Organization is vital to attaining National Board Certification. I would suggest registering with your state or on the NBPTS Web site as early as possible during one of the three calendar assessment periods the Board currently authorizes. Doing that will enable you to obtain your certification materials quickly.

Upon receiving "The Box" containing the requisite course materials, I wondered aloud about what I had gotten myself into. Realizing my state had paid $2,300 for me to undertake this process, I knew it was too late to turn back. I took a good month just to familiarize myself with the contents of the box, especially the information about the half-dozen portfolios I would have to produce.

While requirements vary among the two dozen certification categories (see the Candidate Resource Center for more information), those requirements can change from year to year. However, one constant element that any candidate can work on even before "The Box" arrives is to start gathering documentation that reflects professional work or collaboration that attests to an impact upon student learning.

The word "impact" is the critical link to demonstrating worthwhile efforts in promoting student learning in professional and community/parent involvement relationships. I learned that key distinction the hard way. In two months of collecting documentation to support my portfolios in those areas -- after completing a third of my portfolio work -- I was made aware that only 10 of my 30 pieces of documentation fit that crucial benchmark!

• Documents as simple as notes or e-mails received from parents expressing gratitude for reaching their child on some level are ample evidence for building familial relationships that foster student learning.
  
  
• Verification forms completed by a colleague or administrator familiar with your teaching will also suffice. (So much for keeping my candidacy a secret.)
  
  
• Recent positive evaluations that testify to your effectiveness as a teacher work as well.

What doesn't work? Laundry lists of committee assignments and/or workshops with which you've been involved are taboo unless you can show a direct link to your involvement with those programs and subsequent impact upon student performance.

Seek Out Support
Once you've committed yourself to the process and have registered, you will want to search out support groups or organizations. You will find local hubs of assistance specifically designed to help you as you navigate the process. They might be sponsored by area school districts. Many universities or colleges of education also serve as focus groups for National Board Certification candidates. Those cluster groups are anchored by staff members, often NBPTS-certified teachers who are familiar with the process. They can also prep candidates for the essay exam that concludes the process.

What if you can't locate a support group in your area? That summed up my situation, more or less. I found myself up against a wall about two months after having thrown myself into my portfolio entries. Without visible local assistance, I turned to the NBPTS Web site's Discussion Forum [now discontinued]. There I learned about an online support group that was dedicated to my specific certification category (Early Adolescence -- Social Studies/History). From December through May, until my examination was complete, I was electronically bound to mentors from Oklahoma and North Carolina to Massachusetts who helped me achieve National Board Certification on my first attempt. Stipend earned:  $2,500

Other Rewards: Priceless!
From the time I received "The Box" in early September to the wake-up call that I needed major help in December to the mind-numbing examination in May, earning my National Board Certification was the most challenging teaching exercise that I have ever undertaken. It was also the most rewarding.

Sure, I received my first $2,500 stipend this past summer, but -- better than that -- I am now better able to view the learning process through the eyes of a student. When my students are struggling, all I need to do is recall how I struggled, how I gnashed my teeth, how I shouted for joy!

Most importantly, I learned to become a better teacher. Who can put a price tag on that?

Visit the National Board of Professional Teaching Standards Web site to learn how your state supports the pursuit of National Board Certification.

Max Fischer is a "Voice of Experience" contributor to EducationWorld.com.

By Elizabeth Scheibl, special to EducationWorld.com

Last month, our teacher diarists mailed back to the National Board for Professional Teaching Standards "the box" containing their completed certification materials. Although still facing written assessment tests, all the diarists have completed their portfolios -- probably the most stressful and least familiar part of the process. So, we asked them to provide you with the benefits of their experience.

April 5, 2004

10. Talk with your family before taking on the challenge of national certification. Be sure they are up to the process as well.

9. Go through the process with someone you know and can work with.

8. Create a timeline for writing entries -- even if it's only a rough draft. Make the schedule reasonable and stick to it the best you can.

7. Create schedules. Set up one schedule for when you will work on the Boards, and another for when you will work with your partner(s). Decide how often you'll get together (daily, weekly, monthly…) with your partner(s).

6. Get the district involved. If possible, try to get your district to provide professional days for you to work on your entries and take the assessment test.

5. Find an editor. Hook up with a past candidate who is willing to read -- and reread -- your entry drafts. Your partner also will be helpful in that regard, especially if you are working toward the same certification, but it's always nice to have another opinion.

4. Be familiar with the standards. Be sure to reference the standards in all your entries.

3. Don't be humble. Don't worry that your writing will make you sound like a super teacher. You're supposed to sound like one!

2. Plan time for yourself. Do things for yourself, and do things with family and friends. You'll need an occasional distraction.

And the number one tip to surviving the national certification process is...

1. Try your best and work your hardest. And remember, it's an accomplishment just to have tried!

Good luck!

----------------
Elizabeth Scheibl received her bachelor's degree in English literature and elementary education from Providence College in May 1990. For five years, she was a resource teacher at Bradford Elementary School in Westerly, Rhode Island. For the past eight years, she has taught fourth grade at the school. Elizabeth enjoys the daily challenges that teaching offers and strives to grow and better herself as an educator.
 

© Copyright 2004 EducationWorld.com, used by permission.

Read About National Board Certified Teacher Barbara Grogg

This profile is one in a series that focuses on NEA members who have achieved National Board Certification. In the profiles, certified teachers talk about the process and how it has affected their practice.

Barbara Grogg, a fourth grade teacher in New Castle, Delaware, is the first National Board Certified teacher to be elected state president (Delaware State Education Association, DSEA). Grogg is currently taking leave -- after 34 years in the classroom -- to fulfill her duties as president.

Here is how Grogg described her experience with the National Board Certification process.

Why did you pursue National Board Certification?
I have a very close friend who went through the process. She asked me to comment on her plan of attack for her work, discuss with her ways to complete the requirement, and read what she was submitting. She is an excellent teacher and she inspired -- and cajoled -- me into pursuing certification too.

I also wanted validation that I was doing the right things for my students. After more than thirty years of teaching, and very little affirmation of my competence, this was important to me. No one else, during my career, ever asked me the questions about my practice and my knowledge of kids -- I loved someone wanting to know about my thinking, the successes I was having as well as the (a few) failures.

What was the experience like? What were the high and low points? Was it worth it?
The National Board Certification experience was amazing. I learned so much about myself. I had to think about all the reasons for the things that I do automatically after years of teaching. I focused on my students as individuals, in aggregated groups, and as a class.

The most difficult thing for me was gathering the confidence in myself to push forward through the process. I think two things kept me going: (1) the need for recognition that what I had been doing and learning to do all of my career was good for students -- there is so little encouragement that you are doing a good job and that what we do makes a difference and so much public opinion that is negative -- and (2) the inner need to accomplish this important challenge as a teacher.

I feel like the National Board Certification was actually more meaningful than completing my master's degree work. It was intense and required much more self-reflection.

It did take over my life until everything was finally completed and mailed off, which was a "hurts so good" experience. It was difficult and challenging and time consuming -- and the best professional development project I have ever taken on.

It was worth it -- first, because I needed to prove to myself that I could do it, and, second, because it gives me another dimension of recognition that I can use in my work supporting teachers and the amazing jobs they do every day.

Did the process impact your career?
As president of the Delaware State Education Association, I have many opportunities to help educators in their efforts to improve student achievement. Groups outside the association look at National Board Certified teachers a little differently. We get a little more recognition. I enjoy being able to use this accomplishment to get people -- who might not otherwise listen -- to hear me when I discuss the important issues that teachers are facing today.

What do you say to NEA members in Delaware who contemplate NBC?
To any potential NBC candidate in Delaware, I say go for it! It is a wonderful learning experience that you will not find in any other place. It will help you know yourself, your practice, and your students better. It will make you feel prouder than ever to be a teacher.

I would also tell them that our state has a very strong support system for candidates. DSEA partners with Delaware's Department of Education to provide a support group made up of National Board Certified teachers. This group meets regularly with candidates to help them through the process, to provide insights into what is expected, and to encourage them through the toughest times when they are doubting their own abilities. 

This group pairs candidates with NBCTs and provides mentoring that includes everything from what type of microphone to use in your tapings and where to find one -- to packing up and mailing off the finished product. 

----------------
Barbara Grogg has taught school for 34 years, 31 of them in the Colonial School District in Delaware. She has received many honors over the years, including: Colonial School District's Teacher of the Year, local association vice president and president for the Colonial Education Association, member of Phi Delta Kappa, and member of the Delaware Professional Standards Board. She earned her national board certification in Middle Childhood/Generalist (teaching students ages 7-12).

Other Profiles of National Board Certified Teachers

» NBC Brings New Leadership Roles  -- Teacher Tom White enjoys the challenges. (Washington)

»  NBC: An Opportunity to Give Back to the Community -- Read about NBC Teacher Julie Hutcheson-Downwind. (Minnesota) 

» A Great Adventure and the Chance of a Lifetime -- Find out more about NBC teacher Katherine Wright Knight. (Arkansas)

» Certification Was Pivotal Point in Her Career -- Find out more about National Board Certified Teacher Linda Edwards. (Colorado)

» Profiles in National Board Certification -- Meet Rhonda Hale -- Teacher, Mentor, and Local Prez. (Kentucky)

Related Links

» National Board Certification -- Earning an advanced teaching credential.   

» National Board of Professional Teaching Standards -- Information about the National Board of Professional Teaching Standards (NBPTS) and the National Board Certification (NBC) process. 

»  Online Service for NBC Support Providers -- Information for those who support National Board Certification candidates. 

» Preparing for National Board Certification?  -- Hints from National Board certified teachers.    

» National Board Certification Resources -- A list of links to information about the various aspects of National Board Certification.

Making Time to Grow in Your Profession

By Karla Jenkins, previously published in Educational Leadership

Teaching is a performance art. Just as actors, opera singers, and athletes hone their crafts by reviewing, analyzing, and reflecting on their performances, teachers can improve their practice by becoming certified through the National Board for Professional Teaching Standards (NBPTS). Undergoing the rigorous certification process has been the most powerful professional development activity of my education career, affecting how I teach and how I view teaching more than any graduate courses I have taken, workshops and conventions I have attended, or curriculums I have developed.

Before applying for National Board certification, I thought that I was a good teacher. Looking back, I realize that I was like my 3rd grade students, who could answer test questions about and draw pictures of dams and dikes in Holland. These students were pleased with their high grades, and I thought that they were learning. But when we built models, added the dams and dikes of clay, and poured in the water, their faces lit up: "Look, Mrs. Jenkins, it works!" I have learned not only what it feels like to have that "I get it!" feeling, but also how to create those situations more often for my students.

High Standards for Teachers
The National Board for Professional Teaching Standards defines clearly the knowledge, skills, dispositions, and commitments of teaching and then asks teachers to prove that they meet those standards through the portfolio and assessment-center components. In general, NBPTS identifies and recognizes teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, abilities, and commitments reflected in five core propositions:

• Teachers are committed to students and their learning.
  
  
• Teachers know the subjects they teach and how to teach those subjects to students.
  
  
• Teachers are responsible for managing and monitoring student learning.
  
  
• Teachers think systematically about their practice and learn from experience.
  
  
• Teachers are members of learning communities.

By gathering and presenting clear and convincing evidence, I was able to measure my performance against these benchmarks of good teaching. As a Middle Childhood Generalist (addressing students ages 7 to 12), I compiled portfolios to prove my ability to teach writing, thematic science units, and mathematics. I offered evidence of my ability to build community in my classroom and to connect to homes and families. I documented the work I had done to contribute to the education profession to prove that I belonged to a learning community. My portfolios contained student work, videotaped examples of my teaching, documented evidence of my accomplishments, and my written analysis of and reflection on those activities. During the summer, I wrote four 90-minute assessment-center exercises for science, reading, social studies, and health to prove my ability to teach children of all the ages -- not just 8- and 9-year-olds -- who fall under the category for Middle Childhood Generalist.

As I waited for the results to arrive in November, I vacillated between believing that I would pass and being sure that I would not. I empathized with students who repeatedly ask, "Is this good enough?" I took comfort in knowing that if I did not meet the standards in all areas, I could bank the successful portions and continue to work on the others. In any case, my teaching would improve. And whether it took me one year or three years, I was determined to meet those standards.

Finally, an envelope arrived on my doorstep. I stared at it for several minutes before opening it, like a student who gingerly peeks at a test grade rather than face it with eyes wide open. I wanted to know my strengths and weaknesses -- or did I? How would I feel if I did not certify?

Fortunately, I did earn National Board certification. All teachers who participate in the process receive an averaged score for each section, and that score determines certification. Some of my scores were quite high. For example, I scored well in analyzing student work. In this case, I had analyzed what several 4th grade students had written on a specific science topic to determine what they understood and misunderstood about the topic. Then I designed lessons to develop those students' understanding. Although I have never taught 4th grade, the exercise demonstrated my understanding of the subject matter and child development for the full range of students in the Middle Childhood Generalist category.

I also received a few low scores, below what would be considered master-teacher level. Knowing my strengths and weaknesses helps me make improvements. By rereading and studying my portfolio entries in those areas, I can determine specifically where my practice fell short. For instance, I didn't earn a high score for using assessment information about a 3rd grade student to design instruction to meet that student's reading needs.

My students had always scored high on state reading tests, so I thought that I was teaching reading well. My National Board score showed me a weakness I would have otherwise not known about. I am currently reading several books on teaching reading and am working with the Title I teacher at my school to develop literature circles and to use more flexible grouping in my classroom.

Networking with a group of Board-certified teachers and candidates has helped me apply the standards to my teaching in my weak areas. I also seek information through workshops, graduate classes, and recommended reading, and I incorporate what I learn into my practice. Analyzing and reflecting on my work helps me continually evaluate my performance. I try to branch out from my interests (which were often my strengths) to seek out opportunities to address my weak areas. For example, although I have used rubrics in the past, I am developing more this year because I have discovered that they help both the students and me focus on specific goals.

Renewed Passion for Teaching and Learning
My newfound knowledge has helped me recapture the enthusiasm of my early years of teaching, the "I can make a difference -- I can conquer the world" enthusiasm, coupled with 29 years of experience. I approach each lesson with the tools of analysis and reflection honed in the process of completing the Board's process. I measure each activity against the National Board's standards.

Are all my lessons perfect? No, but I am better able to see exactly what didn't work and why. I've had a lot of practice as I looked at the lessons I prepared for National Board certification and watched the videos and analyzed the student work. I've internalized both the standards of good teaching and the habits of analysis and reflection.

For me, the benefits of completing the Board process were evident even before I learned that I had earned certification. I looked at past student activities and revised them to be more effective. I chose to omit some things to help my students delve more deeply into significant learning activities. My students didn't miss the decorative holiday craft projects I used in the past. Instead, we built waterwheels to investigate the power of water. I graded fewer papers but looked more deeply into and reflected more often on what children really understood and could do.

An important lesson I learned is to resist jumping on the bandwagon of the latest theories and techniques. Although I take from them the knowledge and skills I can use, I have a set of criteria against which to measure them: Will they help me meet the standards of good teaching? Can I prove that they enhance student learning?

I compare notes, share expertise, and swap advice with my network of other Board-certified teachers: hundreds of motivated, expert teachers who share knowledge and support one another in meeting the needs of children. This diverse group of teachers from across the United States has become an integral part of my professional support net.

My students benefit, too. They organize their written thoughts well, perhaps because I am more focused on the rubrics I developed as part of my writing portfolio entry. Students connect subjects and skills they are acquiring across the curriculum, because I teach more thematically after struggling to make interdisciplinary connections in the science portfolio entry. Certification has given me the confidence to move away from the prescribed order of texts and lessons I have used in the past to combine and rearrange units to meet the needs of my students.

I see evidence of my renewed passion for teaching reflected in my students. Never have so many engrossed students looked up from projects to say, "Already?" when I announce that it is time to go. "This week went really fast!" and "This day went really fast!" are frequent comments in my room. Some students even ask whether they can stay in during recess to continue working.

Earning Board certification is not the end -- it is only the beginning. I feel obligated to continue to teach to those high standards. I believe that I must be a role model and that I need to continually improve my practice.

It Takes Time
How can we ensure that all teachers have opportunities to grow professionally? Teachers need time to think: Time to analyze and reflect on what we are doing. And then time to write and to record that analysis and reflection.

If we, as parents, teachers, and citizens, want the best education possible for our children, we must give teachers time to be the best they can be. Those of us who have gone through the National Board certification process made the time -- often at the expense of home and family. When asked in the middle of the process what I had learned, I replied that I had learned how many meals my husband could make for himself and how many of my clothes could be worn unironed.

Although I survived the many months that it took to assemble and present my portfolio and to prepare for the assessment-center exercises, teachers can't sustain the intensity of that process alone. Schools and districts need to give teachers the time to regularly self-assess their performance.

Earning National Board certification has been the most valuable professional development activity of my career. At times, I despaired of meeting the high standards, but I would not have it any other way. Those high standards and the validity of the performance assessment make National Board certification a worthy goal.

The best way to improve teaching is by understanding what good teaching is, by constantly analyzing our practice and comparing it with those standards, and by networking with other teachers. I would encourage other teachers to work toward certification in a community of peers, supporting one another and learning together, to become the best educators they can be.

About NBPTS
Recognizing that the single most important action that the United States can take to improve student performance is to strengthen teaching, the National Board for Professional Teaching Standards set out in 1987 to identify the knowledge and skills that characterize accomplished teaching; create the nation's first advanced professional standards for K–12 teachers in specific subject areas; and implement a voluntary national system of National Board certification for teachers based on high and rigorous standards for accomplished teaching.

National Board certification is open to any teacher who possesses a baccalaureate degree from an accredited institution, has completed three years of successful teaching, and if required to do so for his or her state, has held a valid state teaching license for those three years of teaching. The Board charges a $2000 assessment fee; financial support varies by state. For more information, contact the National Board for Professional Teaching Standards, 26555 Evergreen Rd., Ste. 400, Southfield, MI 48076; (800) 22-TEACH; Web site:  www.nbpts.org.

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Karla Jenkins teaches 3rd grade at Osceola Elementary School in Osceola, Wisconsin.

Source: Karla Jenkins, "Earning Board Certification: Making Time to Grow." Educational Leadership (vol. 57, no. 8, May 2000).

Related Links  

» NBPTS Web Site -- General information on National Board for Professional Teaching Standards and National Board Certification.

» NBPTS Candidate Resources -- NBPTS candidate resource center.

» NBPTS Standards  -- General information about the NBPTS standards.

» NBC Support -- State and local support and incentives.

» National Board Certification -- General information on National Board Certification.

» National Board Certification Resources -- Links to information about the various aspects of the certification process.

For more articles on educational leadership, visit  Educational Leadership  on the  ASCD Web site.
 

© 2000 by the Association for Supervision and Curriculum Development, republished by permission.

Earning An Advanced Teaching Credential

Hundreds of teachers say that National Board Certification was the most rigorous but most helpful professional growth experience they have ever had.

What is National Board Certification?
It is an advanced credentialing process, with its certificate signifying that the holder has met the highest standards established for the teaching profession. The process is voluntary and open to all people with a baccalaureate degree and three years of classroom experience. The certification is valid for ten years, after which the teacher must seek renewal. The fee for certification is $2300.

National Board Certification is perhaps the most powerful professional development experience available to teachers who are interested in improving their teaching practice.

What are the assessments like?
The assessment process has two parts. For the first part, the candidates develop a portfolio of materials reflecting various aspects of their teaching. They submit student work, videotapes of classroom interaction, and written commentaries.

The second part of the process takes place at an assessment center with computer-based exercises. Through written responses to six 30-minute prompts, candidates demonstrate their knowledge of subject matter and classroom situations, based on the standards developed for the candidate's field.

Is it worth the effort?
Many teachers say it was worth the work -- that after years in the profession, their teaching has been validated and they have a greater voice in their schools and communities. They see an increase in collaboration with colleagues and new interest and respect from the parents of their students. And they enjoyed the enthusiasm their students showed for their effort during the process.

Does National Board Certification really make a difference?
Yes. According to research from the National Board for Professional Teaching Standards (2000). National Board Certified teachers ranked higher on teacher effectiveness than teachers who did not achieve the certification, and students of certified teachers demonstrated deeper comprehension of subjects taught. (See a summary of the report on the National Board for Professional Teaching Standards Web site.)

Related Links

» National Board for Professional Teaching Standards -- Information about the National Board for Professional Teaching Standards (NBPTS) and the National Board Certification (NBC) process.

» NBPTS Candidates Guide -- NBPTS's Guide to National Board Certification.

» NBC Candidates Calendar -- The scheduling and deadlines calendar for National Board Certification candidates (with application, eligibility periods, assessment center testing windows, and portfolio due dates).

» National Board Certification Resources -- Links to information about the various aspects of National Board Certification. 

Julie Hutcheson-Downwind Began the Certification Process in Her Fourth Year of Teaching

This profile is one in a series that focuses on NEA members who have achieved National Board Certification. In the profiles, certified teachers talk about the process and how it has affected their practice.

Julie Hutcheson-Downwind is a kindergarten teacher at John A. Johnson Achievement Plus Elementary School in St. Paul, Minnesota. In 1997, she was a finalist for Minnesota Teacher of the Year and in 1998 she won the Eagle Award, for outstanding contributions to the St. Paul American Indian community. Hutcheson-Downwind's certification is in early childhood generalist.

Here is how Hutcheson-Downwind described her experience with the National Board Certification process.

Why did you pursue National Board Certification?
I was in my fourth year of teaching and really did not find satisfaction or validation with the existing principal evaluation procedures. To me, three 15-minute observations per year did not provide much insight into my strengths and areas needing improvement. I really wanted a way to compare my teaching to that of experienced professionals teaching students of the same age in the same content area. A colleague gave me a copy of the National Board standards. After studying them, I decided to pursue certification.

What did you think about the National Board standards when you first read them?
I felt that they were exactly what I was looking for -- not prescriptive, but descriptive of accomplished teaching. Knowing that the standards were written by teachers in the field, I felt that they were authentic and of the highest quality. I felt that I finally had a "road map" to get to be the teacher I wanted to be.

What about the assessment process was memorable? Was it difficult?
The most memorable part of the assessment process was meeting and working with so many wonderful teachers. In St. Paul, I was part of a cohort of teachers going through the process. We had the assistance of a facilitator and a group of NBCTs from the previous year. Through collaboration with colleagues, we examined our practice and studied the standards. I found this feedback to be extremely helpful in improving my teaching. They could easily identify strengths and areas needing improvement because they knew exactly what to look for.

It was difficult. Anyone who commits to this process is taking a risk and is opening up to self-examination and examination by others. Nevertheless, I feel that improvement occurs wherever the National Board standards are examined. It is not the final result -- whether a teacher is National Board certified or not -- it is participating in the process that brings forth improvement and accomplished teaching.

Do you think your teaching practice was affected by your participation? If so, how?
My practice was definitely improved by the process. I took time to reflect on what was working and what was not. I was able to gather feedback on my portfolio from other professionals, from both teachers in the field and teacher educators. I kept the strategies that were effective and I replaced those that were not.

How did achieving National Board Certification affect you? Your job or career?
National Board certification has provided me an opportunity to serve on many local, state, and national committees representing classroom teachers. I have been able to participate in conferences working with other teachers from across the country. I have been asked to speak to many different groups about my views on teaching and education. Also, I have been fortunate to work with other NBCTs and teachers pursuing National Board certification.

I taught at an American Indian Magnet School that had a specialized curriculum for Native children, incorporating Native languages and culture into the literacy block. Much of this curriculum was demonstrated in my videos and student work. The National Board process was a wonderful venue to demonstrate this type of teaching because the National Board standards and process are open to different teaching contexts and cultures.

The American Indian community in St. Paul, Minnesota, celebrates the achievement and successes of individuals. It is empowering for the community when individuals take risks and improve themselves professionally, personally, culturally. The community celebrates education because it benefits our children and improves our people's future. Achieving a higher education degree or a credential like National Board Certification provides the opportunity to give back to the community. Going through this process, I felt the support of my family, extended family, and community. They helped where they could and always offered support and encouragement.

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Julie Hutcheson-Downwind is a kindergarten teacher at John A. Johnson Achievement Plus Elementary School in St. Paul, Minnesota. The school is part of a public-private partnership that focuses on raising student achievement as well as providing students' families with school, recreation, and community services in one convenient location. In addition, Hutcheson-Downwind serves as an Adjunct Professor at the College of St. Catherine, the nation’s largest Catholic college for women, also in St. Paul.

Article by Julie Hutcheson-Downwind

» Board Certified -- How a novice became a master teacher with a little help from her friends. In the May 2005 NEA Today.

Other Profiles of National Board Certified Teachers

»  NBC Brings New Leadership Roles  -- Teacher Tom White enjoys the challenges. (Washington)

» A Great Adventure and the Chance of a Lifetime -- Find out more about NBC teacher Katherine Wright Knight. (Arkansas)

» More Meaningful Than Master's Degree Work -- Read about National Board Certified teacher Barbara Grogg. (Delaware)

» Certification Was Pivotal Point in Her Career -- Find out more about National Board Certified teacher Linda Edwards. (Colorado)

» Profiles in National Board Certification-- Meet Rhonda Hale -- Teacher, mentor, and local prez. (Kentucky)

Related Links

» National Board Certification -- Earning an advanced teaching credential.

» National Board of Professional Teaching Standards -- Information about the National Board of Professional Teaching Standards (NBPTS) and the National Board Certification (NBC) process.

» Online Service for NBC Support Providers -- Information for those who support National Board Certification candidates.

» Preparing for National Board Certification?  -- Hints from National Board certified teachers.    

» National Board Certification Resources -- A list of links to information about the various aspects of National Board Certification.

Professional Development That Earns Graduate Credit and Money

The National Board for Professional Teaching Standards® (NBPTS) is inviting teachers to become NBPTS assessors this summer.

What is an NBPTS assessor?
An assessor is a teacher who is trained by NBPTS to evaluate National Board Certification (NBC) candidate materials. Each assessor evaluates a portion of each candidate's submission. Assessors are paid a $125 per day honorarium for each day worked (includes training).

How long are the scoring sessions?
Scoring sessions take two to three weeks.

Who is eligible to be an assessor?
Eligibility requirements include: three years of teaching experience in a preK-12 setting, currently teaching in the certificate area you are applying to assess or be a National Board Certified Teacher® in the certificate area, and successful completion of the NBPTS assessor training. (See other assessor qualifications.)

How does an assessor earn credit?
Assessors can earn graduate credits for each week of assessor training and scoring. Several colleges and universities are partnering with the NBPTS® to offer two graduate credits for each full week of assessor training and scoring (up to 6 credits) at a cost of approximately $130-$200 per credit.

Why choose this professional development activity?
In a recent survey of NBC assessors, nearly 80 percent said their work as an assessor was better than other professional development activities and nearly two-thirds said they had become more reflective about their own practice.

For more information, visit the NBPTS Web site.

NBPTS, a nonpartisan, nonprofit organization created in 1987, offers a voluntary, national assessment program for preK-12 classroom teachers and school counselors.

Recent Studies Confirm Effectiveness of NBCTs

In December, the National Board for Professional Teaching Standards® (NBPTS) announced that 8,056 teachers earned their profession’s top honor in 2004 by achieving National Board Certification®. That brings the total number of teachers certified by NBPTS to 40,200.

The twelve top states in national board certification in 2004 were: North Carolina, Florida, South Carolina, Georgia, California, Illinois,  Mississippi, Louisiana, Washington, Oklahoma, Ohio, and Kentucky.

This fine accomplishment for the teachers comes with a bonus – improved student learning. Three recent independent studies (in 2004) confirmed the effectiveness of National Board Certified Teachers (NBCTs). They found that students of NBCTs did measurably better on achievement tests.

• The CNA Corporation (November 2004) – Researchers found that students of NBCTs did a measurably better job than other ninth and tenth graders on year-end math tests in Miami-Dade County (Florida) Public Schools. All else being equal, teachers who had achieved National Board Certification helped their students achieve larger testing gains than did colleagues without the certification.
  
  
• Arizona State University (September 2004) -- Researchers found that students of NBCTs outperformed students of non-NBCTs on the Stanford-9 achievement test, with learning gains equivalent on average to spending more than an extra month in school each year.
  
  
• University of Washington and The Urban Institute (March 2004) -- Researchers found that students of NBCTs experienced year-end testing improvements that averaged 7 percent to 15 percent more than peers whose teachers were not NBCTs. 
  

All 50 states and more than 500 school districts across the nation have implemented policies and regulations to recruit, reward, and retain NBCTs.

For more information and links to state announcements, visit the NPBTS Web site.

Related Links

» National Board Certification -- Earning an advanced teaching credential.

» NBC Brings New Leadership Roles  -- National Board Certified teacher from Lynnwood, Washington, Tom White enjoys the challenges.

» Preparing for National Board Certification? -- Some tips from National Board Certified teachers. 

Online Version Available for Downloading

The 2005 Candidate's Guide to National Board Certification, a joint project of NEA and the American Federation of Teachers, is now available to help candidates complete the National Board Certification process.

The guide is divided into six sections:

• Getting Ready -- an introduction to the National Board Certification process, the certificate areas, materials and strategies needed, and the NBPTS standards 
  
  
• Putting Your Portfolio Together -- following directions, preparing written commentaries, collecting examples of your teaching practice, and documenting accomplishments
  
  
• The Assessment Center -- the process, from the appointment to the exercises to prepare for to the online tutorial to anxiety tips
  
  
• Scoring -- receiving and understanding your scores
  
  
• The Retake Candidate -- regrouping and deciding what’s next and which exercises to retake and preparing to retake them
  
  
• The Renewal Candidate -- the profile of professional growth, when and how to renew, and understanding the renewal decision
  

Read the Candidate's Guide and find out more about the National Board Certification process at:
http://www.nea.org/nationalboard/05guide.html

Some Tips from National Board Certified Teachers

Are you applying for National Board Certification? Beginning to prepare for the computer-based assessment? Then you can use some advice from other teachers who have been in your shoes.

At a recent North Carolina  workshop, four National Board certified teachers -- Margaret Ebbs, Joanna Parks, Barbara Weaver, and Kari Egnot -- brainstormed and came up with 32 tips for teachers going through the Assessment Center portion of the National Board Certification process. Here's the list they developed:

First Steps

• Know that you need to prepare. Do it.
  
  
• Identify the components for each exercise:
  
  
  • Know which National Board for Professional Teaching Standards (NBPTS) standards apply
    
    
  • Identify the major strands of the question
    
    
  • Think how to help students learn
    
    
  • Read the scoring criteria available on NBPTS Web site
    
    
• Review the NBPTS standards, especially for areas of weakness. Read and re-read the standards as you prepare for the Assessment  Center.
  
  
• In your content area, review the knowledge base, how to teach that content, and the application of that knowledge.
  
  
• Use the Internet to locate resources on the content matter covered by your certificate.
  
  
• Know the National Standards for students. Science and math standards show students' misconceptions -- a possible category for a prompt.
  
  
• Learn the "Big Ideas" in science and math. 
  
  
• Prepare emotionally. Be well prepared. Know what to expect.
  
  
• Set a timeline to prepare for each prompt. Stick to your plan.
  
  
• Create notebooks or folders for each prompt -- collect articles, ideas on each topic.

Studying with Others

• Form a positive study group. Divide up the topics. Swap, trade, and study articles and ideas.
  
  
• Join an e-mail group if you don't have a local study group.
  
  
• Visit other teachers in content areas or grades that are covered by your certificate but where you have the least teaching experience.
  
  
• Consult other teachers for ideas about curriculum, student needs, best practices, and good resources to review in areas where your teaching experience is limited.

Practicing for the Computer-Based Exercises

• For the two prompts, focus on topics of weakness for knowledge of content and knowledge of grade span.
  
  
• Practice the prompts. Time yourself for 30 minutes. Put a clock at the top of the screen to help you keep track of time.
  
  
• Read the prompt. Then read the prompt again. Get the questions right.
  
  
• Believe the prompts. This is what you will need to know.
  
  
• Answer what they ask. Don't go off on tangents.
  
  
• Watch the arrow -- it means you have more parts of the prompt to complete.
  
  
• Practice composing at the computer.
  
  
• Practice the tutorial online. It will help you maneuver in the test.
  
  
• Use the assessment rubric on your practice writing.

The Night Before the Assessment

• Get organized for tomorrow. Pack a snack.
  
  
• Get a good night's rest.
  
  
• Allow for enough travel time to arrive early.

The Day of the Computer-Based Assessment

• Arrive early.
  
  
• Take the scratch paper and blue book when it is offered, even if you don't plan to use it. Your might actually need to make some notes for yourself.
  
  
• Plan your time wisely as you take the test.
  
  
• Eat the snack. Take the break. Refresh yourself.
  
  
• Meet the standards as you write the answer.
  
  
• Answer each question. Then go back to fill in more details if you have time.

Related Links

» NBPTS Web Site -- General information on National Board for Professional Teaching Standards and National Board Certification.

» NBPTS Candidate Resources -- The NBPTS candidate resource center.

» NBPTS Standards -- General information about the NBPTS standards.

» NBC Support -- State and local support and incentives.

» National Board Certification -- General information on National Board Certification.

» National Board Certification Resources -- Links to information about the various aspects of the certification process.

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Compiled by Marian Stallings Cook (February 2003).

Challenging Teacher Certification by Testing

Heralding its "inaugural class," the American Board for Certification of Teacher Excellence (ABCTE) recently announced that a total of 11 candidates have earned its "Passport to Teaching" certification and "are qualified to teach" in Idaho and Pennsylvania -- though that isn't exactly true  in either case.

It's hardly taking the country by storm, but ABCTE's certification-by-testing scheme, funded in large part by discretionary funds from the U.S. Secretary of Education, is cause for concern.

Susan Carmon, an NEA expert on teacher quality, said, "The message ABCTE is sending to parents and policymakers is clear: you do not need any preparation to be a teacher. It is a low-skill occupation requiring only content knowledge."

Florida is the latest state to accept ABCTE's Passport to Teaching certification, joining Idaho, New Hampshire, and Pennsylvania.

State School Boards Group Spells Out Concerns
At the same time, the National Association of State Boards of Education (NASBE) is the latest national education organization to denounce the ABCTE approach to teacher certification, warning in a spring 2004 policy update that states "should not view passage of the ABCTE test as the sole means of earning certification."

NASBE joins other leading national organizations, including NEA, the Association for Supervision and Curriculum Development (ASCD), and the National Council for Accreditation of Teacher Education (NCATE), in opposing use of the ABCTE approach.

ASCD says it "disagrees" with ABCTE's premise and assailed research that purportedly supports the scheme.

Arthur Wise, president of NCATE, wrote in an essay: "ABCTE does not require that prospective teachers have worked with children or youth or successfully completed an internship in schools. It does not require that they show any evidence that they can help students learn."

With its first 11 candidates emerging from the program in late June 2004, ABCTE has relied for its survival on federal largesse, a fact that spurred delegates to NEA's 2004 Representative Assembly to approve an action item directing the Association to oppose all federal funding of the certification scheme.

The operation has been funded by a two-year $5 million and a subsequent $35 million grant from U.S. Secretary of Education Rod Paige's discretionary fund.

The nearly 9,000 delegates to the Representative Assembly held in July in Washington, D.C., also directed NEA to "assist state affiliates in combating the ABCTE before state licensing boards."

Where ABCTE Comes From
The certification-by-testing idea was launched in 2001 as a way to deregulate teacher certification. ABCTE was invented by the Education Leaders Council (ELC) and the National Council on Teacher Quality, itself the offspring of the ultra-conservative Fordham Foundation.

ELC is a rogue group of politically conservative chief state school officers that splintered away from the respected and mainstream Council of Chief State School Officers. It's been plagued in recent months by charges of financial audit irregularities, a management scandal, and defections from its board of directors.

The untested ABCTE scheme has gained increased attention since the passage of the Bush administration's so-called No Child Left Behind (NCLB) federal education law. It is being advertised as a way for teachers to demonstrate the subject-matter knowledge required in the law’s definition of "highly qualified." ABCTE is aggressively marketing the "Passport to Teaching" as a fast-track route to state teaching licensure.

The ABCTE process does not require any coursework or experience in teaching. Candidates must hold a bachelor’s degree, complete a background check, pass two computer-based tests, and pay $500 for the Passport. It is now available only in math, elementary education, and English.

Related Links

» About NBPTS -- Web site for the National Board for Professional Teaching Standards (NBPTS), an independent, nonprofit, nonpartisan organization governed by a board of directors, the majority of whom are classroom teachers.

» About NCATE -- Web site of the National Council for Accreditation of Teacher Education (NCATE), whose goal is to establish quality teaching and teacher preparation through the professional accreditation of schools, colleges, and departments of education.

» National Board Certification for Teachers -- National Board Certification (NBC) is a voluntary, advanced teaching credential that goes beyond state licensure by creating national standards for what accomplished teachers should know and be able to do.

» "Build on teaching assessment efforts of the NBPTS and NCATE" -- ASCD's policy recommendation on assessing teachers. From EDPolicy Update (vol. 2, no. 3, March 2004) (See third section.)

Teacher Tom White Enjoys the Challenges

This profile is one in a series that focuses on NEA members who have achieved National Board Certification. In the profiles, certified teachers talk about the process and how it has affected their practice.

Tom White is a third and fourth grade teacher at Lynnwood Intermediate School in Lynnwood, Washington. He achieved National Board Certification in 2000 in middle childhood generalist and since then has become involved in the state National Board Certified Teacher community, adding to his growth as a professional educator. He currently facilitates a group of teachers seeking National Board Certification.

Here is how White described his experience with the National Board Certification process.

Why did you pursue National Board Certification?
I was at a place in my career where I was looking for an additional challenge, but I didn't want to go into administration. I saw National Board certification as a way to strengthen my skills as a teacher and deepen my understanding of what contributes to student learning.

What was the process like for you?   What was the most challenging aspect?  The most surprising?
It was intense. It took a lot more time than I thought it would take. While completing the portfolio, I was challenged to think more deeply than ever about what I do as a teacher, why I do it, and how it affects student learning. I was a competent teacher before I started, but I became a much more reflective teacher as a result of the process. The most surprising result of completing my certification was the extent to which I have become involved in teacher leadership activities. Since certifying, I have seen that my role as a teacher extends beyond the classroom. I have become involved in my local and state education association, assisted other National Board candidates, and most recently, accepted a position on the NCATE Board of Examiners.

Would you say that your teaching practice was affected by going through the National Board Certification process?   If so, how, exactly?
I have become far more reflective. I look at what I do in terms of how it affects student learning to a far greater degree than I did before certifying. I'm also more selective when choosing curriculum and learning activities, which I believe has led to greater student achievement.

What do you think the Association's role is with respect to NBC?
I am extremely proud that the Association has supported the National Board since it began nearly twenty years ago. I think the Association's support represents a strong commitment to meaningful professional development, effective teaching, and student learning. I think the Association needs to continue to support candidates who are pursuing certification and to recognize the efforts and commitment of those who complete the process. I also think the Association should recruit National Board Certified Teachers to positions of leadership at the local, state, and national level, drawing upon their classroom expertise and leadership skills.

What do you say to other teachers in Washington when they tell you they are considering National Board Certification?
I make sure they know what they're getting into! I also make sure they realize what an enormous lift the experience will be to their career and how much it will improve their ability to teach. I also strongly encourage them to seek support from a facilitated cohort group. The Washington Education Association has really taken the lead in our state, supporting candidates in a variety of ways.

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Tom White is a third and fourth grade teacher at Lynnwood Intermediate School in Lynnwood, Washington. He regularly mentors new teachers in his building and also works with experienced teachers who seek his help. He is an outspoken advocate of education and the Association and enjoys leadership roles in both.

Other Profiles of National Board Certified Teachers

» NBC: An Opportunity to Give Back to the Community -- Read about NBC Teacher Julie Hutcheson-Downwind. (Minnesota) 

» A Great Adventure and the Chance of a Lifetime -- Find out more about NBC teacher Katherine Wright Knight. (Arkansas)

» More Meaningful Than Master's Degree Work -- Read about National Board Certified teacher Barbara Grogg. (Delaware)

» Certification Was Pivotal Point in Her Career -- Find out more about National Board Certified teacher Linda Edwards. (Colorado)

» Profiles in National Board Certification -- Meet Rhonda Hale -- Teacher, mentor, and local prez. (Kentucky)

Related Links

» The Washington Initiative for National Board Teacher Certification -- Supports candidates with scholarships and connections to university faculty and National Board Certified Teachers (NBCTs).

» National Board Certification -- Earning an advanced teaching credential.

» National Board of Professional Teaching Standards -- Information about the National Board of Professional Teaching Standards (NBPTS) and the National Board Certification (NBC) process.

From EducationWorld.com

This year, five teachers in Westerly, Rhode Island, have undertaken the challenge of striving for National Board Certification -- and as they do, they have volunteered to share their experiences with Education World. Check out their continuing story at The 2003-2004 Education World Teacher Diary.

This week, these teacher diarists address a critical question: Why are they seeking national certification?

Why Am I Doing This?
By Stephanie Blackburn

During the past two years, I have attended workshops explaining what the National Board Certification process is about, spoken with others who had gone through the process, and done some reading about the rigorous writing that would be required. Last spring, I attended a pre-course for National Certification that further explained the ins and outs of the process. Six other teachers from my building and I attended the three-day course to learn what was entailed in the Board process.

I was instantly hooked! Soon after, I decided that, for my own professional gain, I would attempt the certification process. I saw it as a journey of self-reflection and a validation of what I do in my classroom on a daily basis. I knew that in order to improve my teaching practices I needed to begin scrutinizing those practices and working to improve the techniques I utilize in my classroom.

I decided that the National Board Certification process was the avenue to determine if I was doing the "right things" in my teaching -- a validation I have been searching for for years. As an extra incentive, I knew I would be doing it with colleagues who could provide support. The venue for collaboration is set; now I am looking forward to sharing our professional experiences.

Stephanie Blackburn is working toward National Board Certification as a Middle Childhood Generalist.

Will The Benefits Outweigh The Work?
By Stephanie Capalbo

The decision to undertake the process of National Board Certification was made after much inquiry into how I could best further my education. I had been pursuing a master's degree in education. I conferred with a recently National Board-Certified colleague about the workload, the pros and cons of the process, and the stress involved. After that, it became clear to me that working toward National Board Certification would determine if my current classroom practices are aligned with standards, while working toward a master's degree would have little immediate impact on my actual classroom performance. Another plus of the National Certification process was that many other teachers in my building also were starting the process. The added support system offered a benefit that not all candidates are lucky enough to have.

My reasons for seeking National Board Certification are many; my students and their families are at the forefront. Through this process, on a daily basis I will be looking at my current teaching practices and how they align with standards. In addition, I hope to further open the lines of communication with my students' families, in order to provide them with a sense of ownership in their children's education. I teach at a school with a high poverty level; being honored with National Board Certification will bring honor to my school as well. I expect to experience a sense of pride by demonstrating that great teaching and learning occur at an otherwise overlooked school community.

I have always felt that attempting to educate others without continuing to educate oneself is a futile effort indeed.

Stephanie Capalbo is working toward National Board Certification as an Early Childhood Generalist.

Now Is the Time!
By Nicole Chiarello

I first thought about pursuing National Certification last year, but I honestly didn't know anything about the process. After doing some online research, and discovering that several people in our district were going for their National Boards, I became even more interested. At the time, however, I decided to put the idea on the back burner for a while.

The reason the National Boards appealed to me in the first place was because it offered the opportunity for me to become a specialist in the field in which I am working. That opportunity was very important to me, because I love my job. I also realized that the students in my classroom would benefit from my research of best practices; and the parents of my students might be encouraged to communicate with me and with the school on a regular basis. In addition, our district is supporting this important process by providing a stipend, staff development hours, and study/work time.

This year, when the subject of National Certification was brought up again and several of my colleagues expressed an interest in it, I knew that if I was ever going to do it, now was the time. And, with four other teachers in my building going through the process, we would even have our own little support network. I know this will not be an easy task, but the benefits of achieving National Board Certification will be worth it.

Nicole Chiarello is working toward National Board Certification as an Early Childhood through Young Adulthood Exceptional Needs Specialist.

True Professional Development
By Elizabeth Scheibl

I took on the task of obtaining National Board Certification with the hope that, through the process of evaluating my own teaching, I would see where my areas of strength and need are. I realized that through this process, I would be forced to really reflect on "why" I teach what I teach, the importance of what I teach to the curriculum, what my classroom dynamics are, and what my students get from my teaching.

Working for my National Boards seemed like a great way to ensure that my professional development directly impacts both my students and myself. My hope is that my students and I will grow as learners. I know the process will be long and difficult, but in the end I hope to emerge as a better, more reflective teacher, one who produces students who value education and continue their journey towards becoming life-long learners.

Elizabeth Scheibl is working toward National Board Certification as a Middle Childhood Generalist.

The Best I Can Be
By Jennifer Sinotte

My decision to pursue National Board Certification was inspired by my dedication to being a life-long learner, and my desire to excel in the field of education. As a teacher, I am always looking for opportunities to gain knowledge and learn best practices.

After becoming interested in the National Certification process and researching the requirements needed to complete the National Boards, I decided that this would be a good year to begin. I love to learn, and this process provides an opportunity to reflect on my own teaching. The process is very time consuming, but whatever the result, it can only be beneficial for me. If I complete the process successfully, however, my students and my school also will benefit because I will have become the best teacher I can be.

Jennifer Sinotte is working toward National Board Certification as an Exceptional Needs Specialist / Early Childhood Through Young Adulthood.

Find Out More About National Board Certified Teacher Linda Edwards
 

This profile is one in a series that focuses on NEA members who have achieved National Board Certification. In the profiles, certified teachers talk about the process and how it has affected their practice.

Linda Edwards, an elementary and middle school teacher for 25 years in Lewistown, Montana, is the first National Board Certified Teacher (NBCT) to join an association staff. She is currently the director of Teaching and Learning for the Colorado Education Association, where she coordinates the program on National Board Certification.

Here is how Edwards described her experience with the National Board Certification process.

What was the National Board Certification (NBC) experience like?
The NBC process was like nothing I had ever experienced in my teaching career. I both loved and hated the constant self-questioning and re-evaluating.

The process includes a series of questions that help you demonstrate your practices, your theories about how students learn, and the ways you monitor student learning of required content. The questions also help you analyze and re-evaluate your teaching (which often leads to an unexpected revision of teaching methods).

The process is like a roller coaster ride. You soar at the top when an entry is completed. You've given it your all for that content area and you're ready to tackle the next entry. Then you scream all the way down the track as the analysis, reflection, and lesson design start all over again.

Yet, it's the best professional development process I have ever undertaken. It directly impacted my instruction and how I analyze student growth and it caused me to add reflection to every part of the instructional day.

Why did you pursue National Board Certification?
I wanted to validate the educational practices I used in my classroom.  I was confident in the decisions I'd made based on my own action research and now I wanted to put my professional judgments to the tests of the National Board.

Also, as a member of the Governor’s Education Task Force encouraging teachers to go through a national certification process, I knew I could better fulfill this commitment by undergoing the certification process myself.

And, it offered a way for me to highlight the importance of National Board Certification within my peer group -- teachers with many years of experience.

Did the process impact your teaching? Impact anything else?
The process confirmed that my theories and practices were aligned with national standards, and it helped me understand three things:

• Why my methodologies were appropriate
• The rationale for why I did what I did
• How lessons must be changed to meet the emerging needs of my students.

My students were my partners in this process. They were fully aware that I was a learner as well as a teacher (They liked the idea that their teacher had homework!). Videotaping was their favorite part. They took the process as seriously as I did, and we bonded as equals in the learning process, as well as in classroom design.

This was the first time in 23 years of teaching that I had had to prepare a portfolio of my teaching practice in specific content areas as well as documented evidence of parental involvement and professional activities.

How has becoming an NBCT affected your Association leadership?
I hadn’t thought beyond receiving the results.  My focus has always been to improve instruction. But achieving NBC proved to be a pivotal point in my professional life.

After attaining certification, I was often asked to help people in Montana and surrounding states get the certification process going in their districts. I came under some criticism from colleagues for my time spent out of the classroom, but the experiences helped push me toward the next step in my career. 

It was important for me to demonstrate how the National Board process makes teachers better at their craft, and thereby improves our profession. And I wanted to help expand the program. 

As a trained facilitator for NBC, I was able to continue my close involvement in the process and assist other NBCT candidates. As the candidates questioned, analyzed, and refined their teaching practices, I continued to refine my own teaching skills and further my own professional development.

It was as an NBC facilitator that the career change evolved.  I had taught for 25 years, was working on my Administrative endorsement, and loved working with colleagues on professional development.  While working with a neighboring state’s first group of NBC candidates, I met the director of Professional Development. That generated a conversation and a thought process that led to an opportunity to continue the work for the national board process on a statewide effort.

While my first love has always been teaching, success with the NBC process has opened the door for my second love, helping teachers succeed in the classroom and as professionals. The Colorado Education Association’s focus on teaching and learning has enabled me to combine both loves. The professional development process continues.

What would you say to others about NBC?
If you are considering National Board Certification, I say, "Go for it!"  It’s the best professional development opportunity that truly impacts classroom instruction.

I have met several teachers who missed certification on the first try, who smile from ear to ear when they talk about how much they learned as they refined their portfolios or geared up for the assessment exercises. 

I recently talked with a young teacher who has mapped out a three-year plan to achieve certification, a time frame that makes sense given the demands on teacher time and other professional activities.  

The question I’m asked the most regarding the NBC process is "Why should I?" To help them decide, teachers can use one of several checklists to assess their readiness for certification, but in my opinion, it’s really a matter of the heart.

I say to all teachers --
If you are committed to the profession and ready to measure your practices against national standards as a way to improve your craft, then National Board Certification is for you!

----------------
Linda Edwards is the director of Teacher and Learning at the Colorado Education Association (CEA), where she coordinates the CEA program on National Board Certification. Prior to joining CEA, Edwards taught elementary and middle school for 25 years in Lewistown School District #1 in Montana. During those years, she received numerous awards for teacher leadership and was selected Montana Teacher of the Year in 1993. She earned National Board Certification-Early Childhood Generalist in 1998.

Other Profiles of National Board Certified Teachers

» NBC Brings New Leadership Roles -- Teacher Tom White enjoys the challenges. (Washington)

» NBC: An Opportunity to Give Back to the Community -- Read about NBC Teacher Julie Hutcheson-Downwind. (Minnesota) 

» A Great Adventure and the Chance of a Lifetime -- Find out more about NBC teacher Katherine Wright Knight. (Arkansas)

» More Meaningful Than Master's Degree Work -- Says National Board Certified Teacher Barbara Grogg. (Delaware)

» Profiles in National Board Certification -- Meet Rhonda Hale -- Teacher, mentor, and local prez. (Kentucky)

Related Links

» National Board Certification -- Earning an advanced teaching credential.   

» National Board of Professional Teaching Standards -- Information about the National Board of Professional Teaching Standards (NBPTS) and the National Board Certification (NBC) process. 

» Online Service for NBC Support Providers -- Information for those who support National Board Certification candidates. 

» Preparing for National Board Certification?  -- Hints from National Board certified teachers.    

» National Board Certification Resources -- A list of links to information about the various aspects of National Board Certification.

From EducationWorld.com

About National Teacher Certification
In this era of accountability, the issue of teacher quality looms large. What exactly is a quality teacher? What knowledge and skills do quality teachers possess? How does one objectively measure teacher quality? How can educators improve the quality of their own teaching?

Many schools, districts, and states have turned to criteria developed by the  National Board for Professional Teaching Standards for an answer to those questions. For 10 years, the NBPTS, "an independent, nonprofit, nonpartisan organization governed by a 63-member board of directors, the majority of whom are classroom teachers," has been offering teachers the opportunity to assess, improve, and demonstrate their quality by completing the requirements for NBPT Certification.

In order to attain National Board Certification, teachers must complete a rigorous process in which their content knowledge and teaching skills are measured against the highest standards as determined by the NBPTS. The process consists of two major parts, creating portfolios and completing assessment center exercises. In the portfolio portion of the process, teachers demonstrate how they translate knowledge and theory into practice by assembling videotapes of their teaching, by collecting student learning products and other teaching artifacts, and by providing detailed analyses of their teaching practice. In the assessment portion, teachers answer questions on content specific to their fields.

This year, five teachers in Westerly, Rhode Island, have undertaken the challenge of striving for National Board Certification -- and as they do, they have volunteered to share their experiences with you. Through weekly journal entries, these five teachers will provide a glimpse into the National Board Certification process. They will share their triumphs and trials, their questions and advice, their enthusiasm and exhaustion. Hopefully, by the time the journals -- and the struggles -- of this year's Education World teacher diarists are complete, you will have a better idea of what the National Board Certification process involves and of what it could mean to you.

Sleep? Who Me?
By Stephanie Blackburn

August 1, 2003
At 4:30 am. I shot straight up in bed... "The Box! I haven't inventoried the box yet." My mind started wandering. What if I don't have what I need? I've had the box for three weeks now and I haven't even opened it up.

I tossed and turned, and tossed and turned some more. In the introductory class I had taken two months ago, the instructor warned us to check out the materials as soon as they arrived. I just didn't have the time or energy to go through it; it was the end of the school year. It would be my luck that I was missing a piece and wouldn't be able to rectify the problem due to my procrastination. At 5 a.m., my feet hit the floor. I was on my way to inventory my box.

I opened it up to find some labels, envelopes, a CD-ROM, a bag, and a sheet of paper listing the contents of my box. This is it? I am awake at 5 a.m. on my first day to sleep in and this is all that's here? Convinced that I was missing something, I turned on the computer and began reading the portfolio instructions on the CD-ROM. It was basically the same thing I had downloaded off the Web site. Thankfully, however, it was all there.

I began a list of things to do:

• Print all of the standards.
• Print all the scoring guides.
• Get some sleep!

Stephanie Blackburn is working toward National Board Certification as a Middle Childhood Generalist.

Meet Stephanie Blackburn
Stephanie Blackburn, one of Education World's 2002-2003 teacher diarists, received her bachelor's degree in elementary education from the University of Rhode Island in May 1994. For the first two years of her teaching career, Stephanie worked as an enrichment specialist in the talent development program for the Westerly, Rhode Island, school district. For the past seven years, she has taught fourth grade at Bradford Elementary School in Westerly. Stephanie was awarded a 2002 National Educator Award by the Milken Family Foundation, in a program that provides recognizes elementary and secondary school teachers, principals, and other education professionals who are furthering excellence in education.

For the first entries of the year from the four other teacher diarists, go to The 2003-2004 Education World Teacher Diary.

Are you considering working towards national certification? Do you have questions or comments for Education World's teacher diarists? E-mail Quality Teachers at reflectiveteacher@educationworld.com to share your thoughts.

Related Links

» NBC Brings New Leadership Roles -- Teacher Tom White enjoys the challenges.

» Earning Board Certification -- Making time to grow in your profession.

» National Board Certification Resources -- Links to information about the various aspects of National Board Certification. 

Meet Rhonda Hale - Teacher, Mentor, Local Prez
 

This profile is one in a series that focuses on NEA members who have achieved National Board Certification. In the profiles, certified teachers answer questions about the process and how it has affected their practice.

Rhonda Hale of Prospect, Kentucky, doesn't let any blue grass grow under her feet. She just keeps on meeting challenges and stacking up awards. In 2000 -- when Hale was both a middle school teacher and the local association president -- she added National Board

Certification to her list of accomplishments. Here is how Hale described the experience.

Why did you pursue National Board Certification?
I had not considered National Board Certification (NBC) as a professional goal -- until my district became a pilot site for an NBC initiative in Kentucky.

The state was looking for ways to compensate teachers for their knowledge and pedagogical skills. They selected NBC, because it is the most rigorous process for teacher certification tied to student learning and it is research based. Our district was selected as the pilot group for the state.

I decided to go through the NBC process during the pilot stage to see how it would compare to my Masters and Rank I experiences. And I wanted to experience firsthand what we were asking our teachers to embrace.

What was it like? Difficult? In what ways?
The year I started the certification process was a time of great personal and professional change. I had taught elementary school for 27 years and needed a change, so I took a middle school position in my district. I began teaching social studies to sixth graders on a block schedule in a different school with new curriculum. 

Any one of these changes would have presented a challenge, so going through the certification process made for an even tougher year. I was also serving as the vice-president of my local association, which serves nine counties and several independent schools. When our presiding president passed away, I assumed the role of president, adding to my leadership responsibilities. It was an intense, challenging time. Yet, it was the perfect time to look at my practice because of the changes I was experiencing in the workplace. 

Waiting patiently for the results of the yearlong effort was probably one of the most difficult parts of the certification experience. 

Did the process impact your teaching?   Impact anything else?
Absolutely! The process impacted not only my daily practice of teaching, but also every part of how I think as an educator. I think about my practice in a deeper way and I take the time to reflect daily on why I teach the way I do. 

I'm constantly thinking about making the classroom more conducive to learning and motivating students to take some ownership of their learning. I've always understood the importance of setting appropriate goals for students and moving them toward identified goals, but now I'm even more conscientious about the process of setting goals to help students experience optimum growth and learning.

Being a National Board Certified Teacher (NBCT) does get you some recognition. Colleagues look at "board certified" teachers in a different way. Late one afternoon, I noticed a colleague watching me from the hallway. I asked if I could help her and she replied, "I just wanted to see what a National Board teacher looks like." While visiting another school, I noticed a list of NBCT displayed in the teacher work area.

How has becoming an NBCT affected your Association leadership?
It has enhanced my leadership potential and my resolve to give back to the profession.

I have served the Association in many capacities over the years. Membership has afforded me some of the most valuable experiences in professional development. It has allowed me to become better at helping others both inside and outside the schoolhouse. It has allowed me to work with colleagues at the local, district, state, and national levels. Support I've received from both NEA staff (grants) and KEA staff has enabled me to help candidates as they work through the National Board process.      

What would you say to others about NBC?
National Board Certification is one of several ways educators can move their practice to a higher level. The process does not suit every educator, but it has been worthwhile for me. It is a rigorous process and not without challenges; but challenges, whether personal or professional, present opportunities for growth. 

The experience has afforded me opportunities that no other professional activity has. The most worthwhile benefit is one I never expected. I learned a great deal about the person I am, and the kind of professional I want to be. And that kind of knowledge is priceless!

----------------
Rhonda Hale teaches sixth grade social studies at North Oldham Middle School in Oldham County, Kentucky. In her 30 years of teaching, she has won many grants and accolades. She has won grants for both environmental education and the arts in education. Her county named her Elementary Teacher of the Year and Conservation Teacher of the Year, and in 2002, her school named her Middle School Teacher of the Year.

Since becoming certified as a Middle Childhood Generalist in 2000, Hale has served the National Board for Professional Teaching Standards as a delegate to Australia and New Zealand, as an assessor and scorer of portfolio entries, and as a mentor for candidates in Kentucky. She served as president of the Kentucky Association for National Board Certified Teachers during the 2002-2003 school year, and she will serve on its board during the coming year.

Other Profiles of National Board Certified Teachers

» NBC Brings New Leadership Roles  -- Teacher Tom White enjoys the challenges. (Washington)

» NBC: An Opportunity to Give Back to the Community -- Read about NBC Teacher Julie Hutcheson-Downwind. (Minnesota) 

» A Great Adventure and the Chance of a Lifetime -- Find out more about NBC teacher Katherine Wright Knight. (Arkansas)

» More Meaningful Than Master's Degree Work -- Says National Board Certified Teacher Barbara Grogg. (Delaware)

» Certification Was Pivotal Point in Her Career -- Says National Board Certified Teacher Linda Edwards. (Colorado)

Related Links

» National Board Certification -- Earning an advanced teaching credential.   

» National Board of Professional Teaching Standards -- Information about the National Board of Professional Teaching Standards (NBPTS) and the National Board Certification (NBC) process. 

»  Online Service for NBC Support Providers -- Information for those who support National Board Certification candidates. 

» Preparing for National Board Certification? -- Hints from National Board certified teachers.   

» National Board Certification Resources -- A list of links to information about the various aspects of National Board Certification.

Reflective Teaching and NBPTS Certification

By Holly Hardin Hulbert, previously published in ASCD Catalyst

You've probably heard that the first years of teaching are sink or swim. Those early years can be tough, and you will certainly grow as both a person and a teacher. But you can aim for more than just survival. By focusing on a commitment to children and learning and using the National Board of Professional Teaching Standards as a guide, I became NBPTS certified in only my fourth year of teaching.

Hard work and a commitment to learning new information through professional literature and workshops are necessary to succeed as a teacher. But so what? Anyone can possess these attributes and still not meet the standards for the National Board. For me the difference was learning to become a reflective teacher.

Improving Through Reflection
To be honest, my initial goal was not to become certified by NBPTS, but to become the best teacher I could be. Nevertheless, an awareness of the National Standards can be a compass to guide young teachers in positive directions. The National Board is developing standards for 30 certification fields. Each set is structured around student developmental levels (early childhood, middle childhood, early adolescence, adolescence, and young adulthood) and subject. You can find the standards most appropriate for you on the Internet at http://www.nbpts.org. In general, NBPTS identifies and recognizes teachers who effectively enhance student learning and demonstrate the high level of knowledge, skills, abilities, and commitment reflected in five core propositions:

• Teachers are committed to students and their learning.
  
• Teachers know the subjects they teach and how to teach those subjects to students.
  
• Teachers are responsible for managing and monitoring student learning.
  
• Teachers think systematically about their practice and learn from experience.
  
• Teachers are members of learning communities.

Reflective practice -- actually analyzing actions so you can build on knowledge and truly understand how children learn and how you can better facilitate that process -- is the key to meeting the Standards and becoming a better teacher. During my third year of teaching, I had the opportunity to participate in a portfolio development process in which my fellow teachers and I designated a target area of teaching and learning for improvement. We then collected student work samples to analyze in our peer groups, wrote our reflections about these work samples, and compiled them in a portfolio.

For me, the "aha" came in the analysis of the student work samples. I focused on how well the instructional content was exhibited in them. I wanted to consider the effectiveness of my pedagogical methods with respect to the context of the lesson. By examining my students' work, I realized that marking the right and wrong answers was not sufficient to measure whether students had learned what I wanted them to. After analyzing the work samples, I had data to support hypotheses that could lead to new teaching strategies. In order to act on the hypotheses, I perused professional literature for strategies and information that would meet the needs of each specific student.

Based on my work, my classroom became even more student-centered. I realized that student awareness of my expectations was part of the problem with my students' misconceptions. My class and I worked together to develop standard rubrics for their work and specialized these rubrics for various assignments. The students began to teach themselves to strive for the standards they had created.

Had I not taken the time to analyze and discuss the student misconceptions, I would have been correcting the wrong problem. Reflective thinking helps teachers focus on and address the right issues. The "gold" in analyzing student work samples is that they allow teachers not only to help students improve their abilities but also to improve their teaching practice. Most people assume that student work only provides information about a student -- not so. Teachers can draw from these samples to obtain continuous feedback about their practice as well.

Write It Down
Soon after I began participating in the portfolio development process, a peer group began to meet weekly to analyze student work samples, share classroom experiences, critique professional literature, and probe one another about lessons and their effectiveness with our students. This collegial environment nourished a deep-rooted commitment to our students and their learning potential. This group of professionals included teachers with various levels of experience, representing a variety of grade levels, which provided a broad knowledge base for the group.

Not long after the group started meeting, I knew I was changing when I started to think about my teaching in a new way. When we started this process we had received a sheet of probing "why" questions. Eventually these became integrated into how I thought about teaching. I began to internalize the probing questions. I noticed this especially in my lesson plans, now full of sticky notes to remind me of ways to improve each lesson, based on my students' actions and experiences. I had thought about these things before, but I had never written them down. Transcribing my thoughts provided a basis for more research and perpetuated the cycle of learning that is so important for teachers.

Go for Growth
Through my experiences I developed confidence and the belief that my actions, whether positive or negative, affect my students. With this belief internalized, I was ready for a new challenge that would allow me to use the tools I had learned. After reading the National Board Standards, I believed I already practiced most of them. Then began my journey to prove that.

Some consider a young teacher a novice because of a lack of years and experience. The certification process enables teachers to prove their expertise as professional educators early in their careers. Teachers who strive to meet the National Board Standards are continuous learners who think reflectively about their practice and are eager to improve student and teacher performance.

As you begin your educational career, keep a journal. Think and write about your lessons and units. Ask yourself, What were the goals of this lesson? What activities worked toward the achievement of these goals? Why? What evidence supports the achievement of the goals? What will I do differently next time I teach this lesson? Why? When grading papers, use your answers as evidence to prove what the students can do. Work to understand why and how the students responded.

To quote Albert Einstein, "In the middle of difficulty lies opportunity." Although the learning process may be difficult at times, it provides the opportunity to grow and to encourage our students to do the same. Teachers who believe they can make a difference, do. I encourage you to see your career as an opportunity to enhance many lives, including your own.

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Holly Hardin Hulbert is NBPTS-certified as an early childhood generalist. She teaches elementary and junior high school gifted students in the Moss Point Schools in Moss Point, Mississippi.

Source: Holly Hardin Hulbert. "A Quest for Excellence: Reflective Teaching and NBPTS Certification." ASCD Catalyst (Fall 1999).

Related Links

» The National Board Certification Credential -- A brief description of this professional growth experience.

» National Board of Professional Teaching Standards -- Information about the National Board of Professional Teaching Standards (NBPTS) and the National Board Certification (NBC) process.