How School Leaders Can Support National Board Certification: A Pathway to Accomplished Teaching

Every child deserves an accomplished teacher

every day.

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Everystudentdeservesaccomplished,Board-certifiedteachers.SchoolleaderscanusethePathwaytoAccomplishedTeachingto...

- MakeNationalBoardCertificationthestandardofpractice

- Provideanaccomplishedteacherforeverystudent,ineveryclass,everyday

- Createaschoolculturecenteredaroundaccomplishedteaching

- Raisetheirlanguageandexpectationsaroundteachingandlearningtoalignwithaccomplishedteaching

- Supportteacherstodevelopstrategiesthatcapitalizeontheirstudents’variedbackgrounds,usingdiversitytoenrichthelearningenvironmentforeverystudent

“Diversityintheteacherworkforceiscriticaltoadvancingstudents’academicandpersonaldevelopment. Encouraging educator diversity while improving the quality of professionaldevelopmentdeepensourcommitmenttotherecruitmentandretentionofteachersand leaders.

NationalBoardCertificationisjustonewaytoleverageteacherleadership—theultimaterewardisprovidingstudentswithhigh-qualityteacherswhoensurethatstudentsthriveandareabletofulfilltheirpromise.”

PeggyBrookins,NBCT,PresidentandCEONationalBoardforProfessionalTeachingStandards

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Overview

NationalBoardCertificationisthenation’svoluntary,advancedcertificationsystemforteachers.Thecertificationprocessistransformativeforindividualteachersastheyworktocontinuallyadvancetheirpractice.Whenembracedwithacohortofteachersorembeddedinaschool’sprofessionallearningprogram,theprocesscantransformaschoolanditsculture.Schoolleaderscanelevatetheirstaff,theirschoolandtheprofessionasawholebysupportingBoardcertificationandprofessionallearninginfusedwiththeNationalBoardforProfessionalTeachingStandard’s(NationalBoard)FiveCorePropositionsandtheStandardsforwhataccomplishedteachersshouldknowanddo.

Thisguideisaprimerforprincipalsandotherschooladministratorstoprovideaclearpathwayandready-to-usetoolstodeliveronthisvisionofensuringanaccomplishedteacherisinfrontofeverystudent,ineveryclassroom,everyday.

Part1:TheBasics

WhyNationalBoardCertification?............................................................................................4TheNationalBoardCertification:TheProcess………………………………………………5AceintheHand:PrincipalSupportforNationalBoardCandidates..........................6

Part2:ToolsforGrowingAccomplishedTeachinginYourSchool

AccomplishedTeachingReadinessTool..............................................................................10UnderstandingAccomplishedTeaching..............................................................................11

○ BookStudyonWhatTeachersShouldKnowandBeAbletoDo○ CertificateAreaandTopicFocusedStandardsStudy

CreatingaCultureofAccomplishedTeaching...................................................................13○ Peer-to-PeerLearningWalks.○ VideoCaseLessonStudy

EstablishingStructuresforAccomplishedTeaching......................................................15○ School-basedCohorts○ SchoolLeadersStrengthenDistricts

Part3: Appendix

NationalBoardCertification:CandidacyDetails.............................................................17TheNationalBoard’s25AreasofCertification.................................................................18

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Part1:WhatYouNeedtoKnowResearchconsistentlyshowsthatteachereffectivenessisthesinglemostimportantschool-levelfactorimpactingstudentachievement.DevelopingaccomplishedteachingthroughNationalBoardCertificationinyourschoolsolvesanumberofthemostpressinghumancapitalchallengesthatprincipalsface. The process of Board Certification grows teachers’ practice in their classrooms andwith theirstudents.Theprofessionallearningbeginsimmediatelyandistransformative.

AccomplishedTeachingisaboutcontinuousimprovementofinstructionandstrongerteachingresultinginbetteroutcomesforallstudents.

WhyNationalBoard?NationalBoardCertificationcansupportprincipalsinmeetingteachertalentchallengesandinstrengtheningeducationalequity.

NationalBoardCertificationholdspromisetoaddressteachershortages,byincreasingteacherrecruitmentandteacherretentionthroughhigherpay,opportunitiesforadvancement,high-quality professional learning, and collaboration. According to the South Carolina Center forEducatorRecruitment,RetentionandAdvancement,theturnoverrateofNationalBoardCertifiedTeachersis4xlowerthanthestateaverage.

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NationalBoardCertification:TheProcess

Grounded in the National Board’s Five CorePropositions that describe what teachers shouldknowandbeabletodo,thecertificationprocessisdesigned to collect standards-based evidence ofaccomplished practice. Throughout the process,which occurs in the teacher’s school environment,professional growth takesplace through reflectionandanalysisofpractice.Candidatesarerequiredtocomplete an assessment comprised of fourcomponents.Candidatescantakeuptothreeyearsto complete their initial attempt at the fourcomponents and complete the components in anysequence.The certification process requires teachers to independently show evidence of accomplishment in the following four areas.

Component1:ContentKnowledgeA computer-based assessment asks candidates to demonstrate their understanding of contentknowledgeandpedagogicalpracticesforteachingtheircontentarea.Candidatesmustdemonstrateknowledgeofdevelopmentallyappropriatecontent,whichisnecessaryforteachingacrossthefullagerangeandabilitylevelofthechosencertificatearea.

Component2:DifferentiationinInstructionThisclassroom-basedportfolioentryrequiresthatcandidatesgatherandanalyzeinformationaboutindividualstudents'strengthsandneedsandusethatinformationtodesignandimplementinstructionto advance student learning and achievement. Candidateswill submit selectedwork samples thatdemonstrate the students’ growth over time and a written commentary that analyzes theirinstructionalchoices.

Component3:TeachingPracticeandLearningEnvironmentThisisaclassroom-basedportfolioentrythatrequiresvideorecordingsofinteractionsbetweenthecandidate and their students. Candidates will also submit a written commentary in which theydescribe,analyzeandreflectontheirteachingandinteractionswithstudents.

Component4:EffectiveandReflectivePractitionerThisportfolioentryrequirescandidatestodemonstrateevidenceoftheirabilitiesasaneffectiveandreflective practitioner in developing and applying knowledge of their students, their use ofassessments to effectively plan for and positively impact their students’ learning; and theircollaborationtoadvancestudents’learningandgrowth.

TheFiveCorePropositionsaredescribedinthebook,WhatTeachersShouldKnowandBeAbletoDo,whichisavailableinEnglishandSpanishatwww.accomplishedteacher.org.

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AceintheHand:PrincipalSupportforNationalBoardCandidatesAdaptedfromBlogbyJessLedbetter,ArizonaNBCT OriginallypublishedOctober9,2018

WhenprincipalsrecommendBoardCertificationtoteachersandsupportteachersthroughtheirNational Board candidacy, it reinforces the importance of professional growthwithin the schoolsettingandprovidesastrongmessageofsupport.PrincipalscanasktheirNBCTstohostanawarenesssessionforallstaff,supportschool-basedcohorts,andpubliclyrecognizetheirNBCTs.Theblogpostbelowoutlinesstepsallprincipalscantake,drawingfromteachersthatparticipatedinanArizonacandidatesupportprogram.

PrincipalsCanProvide... ReleaseTimeOverwhelmingly,teachersreportthatNationalBoardcandidatesneedreleasetime.AccordingtooneNBCT,“Anytimethatcanbesparedforworktimeisgreat.”Afulldayofreleasetimegivescandidatesachancetodigdeepandhavebigbreakthroughs.Releasetimecanalsobesmallchunksoftimeduringtheprofessionalday.Aprincipalmighttakecandidatesoffextraduties,allowthemtoleaveearlyormiss staff meetings, find staff to cover a class period, or excuse them from other professionaldevelopment. Time is one of the greatest obstacles that National Board candidates face. Considerprovidingoneprofessionaldayforeachcomponent.

PrincipalsCanProvide... GenuineInterestandUnderstandingPrincipals connecting regularly withcandidates about their progress showsgenuine interest and understanding. OneNBCT suggested, “Talk with [candidates]about what they are doing and how it issupporting their classroom. Another NBCTshared,“Myadministratordidn’trequiremeto strictly adhere to district pacingguidelines, givingme freedom to take risksandtrynewthings.”Atthecore,teacherfeela principal’s words and actions shouldcommunicatethemessages,“IbelieveinyouandIsupportyou.”ThisholdstrueeveniftheprincipaldoesnotfullyunderstandNationalBoard Certification. OneNBCTshared,“My [administrator] didn’t know whatNational Board Certification was or fullyunderstand the significance, but theyexpressedinterestandprovidedsupport.”ForprincipalsseekingsupportivequestionstoaskNationalBoardcandidates,teachersofferedsomesuggestions:

● Howarethingsgoing?● HowcanIsupportyou?● Whatareyoulearning?

● Howisthishelpingyourpractice?● WhatcanItakeoffyourplatetoday?● Howcanthishelpyourpeers?

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PrincipalsCan... ConnectCandidateswithLocalSupportInafollow-upofcandidatesupport,teachersexpressedtheimportanceofgatheringwithotherNationalBoardcandidates.Oneresponded,“Iwasgladtohaveasupportcohortmanagedthroughmydistrict.”Some teachers wrote about cohorts meeting after school hours; others suggested principals allowcandidates to work together during professional development time. Local support seems to be aninspirationforstartingtheNBCprocessratherthanjustasupportforthosealreadyinterested.OneNBCTwrote, “IchosetopursuebecauseIknewothersonmycampuswere[pursuing]andI felt theywerepeopleIwouldwanttosharetheprocesswith.”Aprincipalcanencourageteachersontheircampustobegintheprocesstogether,formingaschool-basedcohort,andcanprovidethemtimeandresourcestodotheirwork.Principalscanfindcandidatesupportprogramsintheirstateatwww.nbpts.org/in-your-state.

PrincipalsCanProvide... ProfessionalSpaceThere is something about cramming into tiny desks or finding a student’s wad of gum that makesteachers feel a little less professional.WhenNational Board candidates gather towork on portfoliocomponents,itcanbehelpfulifprincipalsprovidealocationwithadult-sizedtablesandchairs.Teachersalso need enough space to spread out and work. Candidates might need office supplies, snacks, anextensioncord,privacy,andpermissiontoprintanythingtheyneedusingtheschool’spaperandprinter.Thesemayseemlikesmallgestures,buttheytakepressureoffcandidatessotheycanfocusonmorechallengingaspectsofNationalBoardCertification.

PrincipalsCanProvide... TechSupportSincevideotapingispartoftheNationalBoardsportfolio,candidatesneedhelplocatingequipmentandassistancewithvideotaping.According tooneNBCT, “Myadmin checked in frequently andprovidedsupportwithvideotaping.”Anothershared,“Ourdistricttechpersonlentuscamerasandtrainedustousethem.Healsohelpeduspreparethevideofilesforupload.”Principalscanconnectcandidateswiththeseresources,considerpurchasingequipment,andfacilitatestaffingsolutionstohelpcandidateswithfilmingandothertechnicalaspects.

PrincipalsCanProvide... RecognitionThough it was not a common topic, teachers occasionallymentioned how their principals providedrecognitionandtreatedthemasleaderswhentheyaccomplishedNationalBoardCertification.ThisgaveteachersasenseofprideandalsoseemedtoinspireotherstostarttheirNationalBoardCertificationprocess.Foranotherformofrecognition,anNBCTshared,“OnethingmyprincipaldidwasacknowledgemyhardworkintheNationalBoardprocessinmyevaluation.Givingmepropsinthatofficialcapacitywascool.”

TherearetimeswhenNationalBoardCertificationfeelslikebuildingahouseofcardsduringahurricane.Asupportiveprincipal canbe theace in thehand thatsteadiesacandidateandkeeps thewinningstreakgoing.

Ninety-sevenpercentoftheteacherswhoengagedwiththeNationalBoardStandardsthroughtheNetworktoTransformTeachingreportthatthislearninghelpedthemimprovetheirpracticeandbetterunderstandtheirstudents.Amongthoseteachers,63%adjusted lessonplanstomeettheneedsofindividualstudents,54%gainedordeepenedknowledgeintheircontentareas,and50%useddatainnewwaystoassessstudentprogress.

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Part2:ToolsforGrowingAccomplishedTeachinginYourSchool

Withallofthecompetingdemandsofaschool,growingaccomplishedteachingcanalignwiththeschool’sdailyworkandsupportthestaff’sprofessionallearningplan.

UnderstandingAccomplishedTeaching

Book Study on What Teachers Should Know and Be Able to do: In professional learningcommunitiesor with interested teachers, hold a book study to focus on the essential Five CorePropositions of accomplished teaching. Digital links provide book access, facilitation questions andPowerPointslides.Thiscanbedoneinfive45minutesessions.

CertificateAreaandTopicFocusedStandardsStudy:Certificateareastafforcross-curricularstaffcanholdfocusedStandardsstudiesonareassuchascontentknowledge,equity,assessment,studentagencyandmore.DigitallinkprovideStandardsStudieson12topics.Therearealso25certificateareaStandardsthatcanbeusedforthestudy.Withpriorpre-reading,eachstudyrequires90minutesinoneortwosessions.

CreatingaCultureofAccomplishedTeaching

PeertoPeerLearningWalks:Inbuildingacollaborative,growthmindsetculture,teacherscanobserveeach other with a focus on or more of the Five Core Propositions. This is a powerful strategy forimprovementandinvolvesobservation,discussionandreflection.DigitalLinkprovides adownloadablecopy of the observation form. Observations require time for pre-meeting, observation and debriefcollaborationforteacherparticipants.

VideoCaseLessonStudy:Utilizingavideotaped lesson for learningcanoccur individually, in smallgrouporinalargerstaffsetting.Thefocusandapproachhasmanyvariationstomeetdifferentneeds.DigitalLinkprovidesaccesstotheATLASvideocaselibrary,whichincludesuneditedvideos,teacher’swrittenreflectionsandrelatedinstructionalmaterials.Onceavideolessonisselected,thelessonstudycanrangefrom30minutestotwohours.

EstablishingStructuresforAccomplishedTeaching

School-basedCohorts:BringingteacherstogethertogothroughtheNationalBoardCertificationprocessprovidessupportfortheteachersandbuildsacollaborativegrowthmodelthatstrengthensschoolculture.Cohortshavemanydifferentdesigns.Adigitallinkisprovidedtoatoolkitofmaterialsforbuildingcohorts.Thetimecommitmentvariesdependingonthedesign,buttypicallystartsinthefallandextendsthroughsubmissioninmid-May.

School Leaders Strengthen Districts: There are many ways districts can build a National Boardprogram in their district. These range from providing candidate support to financial incentives toleadershipopportunities.

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PrincipalsmaywanttobeginwiththeAccomplishedTeachingReadinessTool,whichprovidesawaytoreflectonthecurrentschoolcultureandguidancefordeterminingthebestapproachforsupportingstaffinpursuingNationalBoardCertification.IfyouhaveNationalBoardCertifiedTeachersonyourstaff,theycanserveasagreatresourceforthinkingthroughreadinessandimplementation.

Thegraphicbelowpresentsthevarioustoolsincludedinthisguidebook.Usethetoolsandstrategiesasstand-aloneactivitiesoraspartofafullprogram.Thereisnotaparticularorderthatwillworkbestforallcontexts.OneschoolmaychoosetodoastudyofWhatTeachersShouldKnowandBeAbletoDofortheirentirestaffthroughouttheyear,whileanothermaystartwithacohortofteacherswhodivestraightintotheBoardCertificationprocessandlearnastheygo.

ToolsforSupportingAccomplishedTeaching

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AccomplishedTeachingReadinessTool

Administratorsandteacherscanusethistooltodeterminetheirschool’sreadinessforembeddingNationalBoardCertificationandrelatedtoolsandstrategiesintheirprofessionallearningprogram.

1–Beginningunderstanding–justgettingstarted,fewteacherswithbasicordeepunderstanding2–Fairunderstanding–lessthanhalfofthestaffhaveabasicunderstanding3–Goodunderstanding-trueforthemajorityofteachers,butneedsmoredepthofunderstanding4–Highunderstanding-trueforthemajorityofteachers,occurssystemicallyatadeeplevel

UnderstandingAccomplishedTeachingEvidenceofCriteria Self-ratingTeachersinourschoolspendtimethinkingtogetheraboutwhatisexpectedofthemasmembersoftheteachingprofession. 1 2 3 4

AverageTeachershaveasenseofwhatliesbeyondbasic,entrylevelstandardsfortheirprofession. 1 2 3 4

TeachershavewaystoseemodelsoftheaccomplishedteachingStandardsinaction. 1 2 3 4

TeachershavecalibratedconceptionsoftheaccomplishedteachingStandardswitheachother. 1 2 3 4

TeachersknowhowtheycanmeasuretheirownpracticetotheaccomplishedteachingStandards.

1 2 3 4

TeacherscancommunicatewhytheyvaluetheaccomplishedteachingStandards. 1 2 3 4

CreatingaCultureofAccomplishedTeaching

EvidenceofCriteria Self-ratingTeachersusethelanguageofaccomplishedteachinginconversationsduringprofessionallearningandcoachingwitheachother. 1 2 3 4

AverageTeachersusethelanguageofaccomplishedteachingindailyconversationswitheachother. 1 2 3 4

Teachersareableandwillingtoencourage,challenge,andsupporteachothertopracticeattheleveloftheaccomplishedteachingStandards. 1 2 3 4

TeachersareusingaccomplishedteachingStandardstocommunicatewhatisvaluedaboutteachingandlearning.

1 2 3 4

AccomplishedteachingStandardsareembeddedinschool-basedprofessionallearningexperiences. 1 2 3 4

CulturalconditionsrequiredforteacherstomeettheaccomplishedteachingStandards(e.g.trust,safety,collaborativeclimate,etc.)areprovided.

1 2 3 4

EstablishingStructuresforAccomplishedTeaching

EvidenceofCriteria Self-ratingTeachersarewillingtopursue/assumeteacherleaderrolesthatsupporttheaccomplishedteachingStandards. 1 2 3 4

AverageTeacherschallengeeachothertopursueBoardcertification. 1 2 3 4

Resourcesareallocated(time,space,funding,materials,etc.)forschool-basedcandidatesupport.

1 2 3 4

BoardCertificationstatusisimportantinformationinprocessessuchashiringandassignmenttoteacherleaderroles.

1 2 3 4

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UnderstandingAccomplishedTeachingThereareavarietyofapproachesforembeddingNationalBoardStandardsandpursuingNationalBoardCertificationintoaschoolorsystem.Thegoalistomakeaccomplished teaching the norm so that every student learns from highlyeffectiveteacherseveryday.

Theseactivitiesareconstructedtobeusedinacollaborativeprofessionallearningcommunity(PLC),enhancedbyaccomplishedteacherswho supporttheir colleagues, and give teachers ownership of their professional development and growth. Theyemphasizeteacherreflection,analysisandimprovement.

BookStudyonWhatTeachersShouldKnowandBeAbletoDo:FiveCorePropositions

TheFiveCorePropositions,whicharedetailedinthebook,WhatTeachersShouldKnowandBeAbletoDo(WhatBook)setforththeprofession’svisionforaccomplishedteachingandareheldincommonbyteachersofallgradelevelsanddisciplinesandunderscoretheaccomplishedteacher’scommitmenttoadvancingstudentlearningandachievement.

ThestudyoftheWhatBookisprofessionallearningforthepurposeofimprovingeducators’abilitiesto increasestudent learning. It canbeusedeither to facilitatebookstudysessionsorasa learningexperienceforaPLC.

Bookaccess● Physicalbooksare$4.99+shippingfromhttp://bit.ly/buyWhatBook.● Downloadatnochargefromhttp://accomplishedteacher.orgoruseasonlineebook.

Getstarted● SetupWhatBookStudyduringPLCsessionsorduringotherprofessionallearning

opportunities.● Pre-workforfirstsession,setexpectationstoreadthefirstchapter(pages.12-16)and

highlightwords/conceptsthatstandouttoeducators.

SampleAgendaforProfessionalLearningSession1PresentationsandfacilitatornotesforeachoftheFiveCorePropositionscanbedownloadedfrom:http://bit.ly/NBWhatBookStudy

1. IntroducetheWhatBook.a. Readpages8-9.Identifyawork,phrase,andsentencethatresonateswithyou.Explain

why.b. Sharewithapartnerorwithinthelargergroup.

2. HaveeveryonereadCoreProposition1priortothelearningsession.a. Inareflectionanddiscussionformat,respondtothefollowing:

● Howdoyouacquireknowledgeofyourstudents?● Inwhatwayswillyouusethisknowledgetoinformandadjustyourinstruction?

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● Whatchallengesdoyoufacewhiletryingtomeetindividualstudentneeds?Howcanyouovercomethese?

● Howhaveyoufosteredpositivestudentrelationships(student/student,student/teachers)?

● Howmightweensureequitywithintheclassroomwalls,ourschoolandbeyond?● Whatstrategiesdoyouusetoeducatethewholechildbeyondacademicexpectations?

b. AskparticipantstocommittooneactiontoincreaseCoreProposition1intheirclassroom.

ForadditionalNationalBoardFiveCorePropositionactivities,gotohttp://bit.ly/5CorePropsActivities.

CertificateAreaandThemeFocusedStandardsStudyTheNationalBoardStandardsdefinewhataccomplishedteachersshouldknowandbeabletodoin25certificateareas.Theywerecreatedbyteachers,forteachers.

SchoolsandteacherscanutilizetheNationalBoardStandardsindividuallyorinacollaborativesetting.● TeacherscanexamineStandardsfortheir certificate areatoself-assessandcreatea

professionalgrowthplanaroundaspecificareaofneed.● TeachersandschoolleaderscanusetheStandardstoinformfeedbackforcolleagues.● Teacherleaderswhomentorrisingeducatorsinthepipelineorearlycareerteacherscanuse

certificateareaStandardstoguideconversationsaroundpractice.● MentoringorinductionprogramscanembedtheStandardsinthefirstthreeyearsofteacher

support,creatinganaturaltransitiontocandidacy.

ThemeFocusedStandardsStudiesCommon themes,basedon theFiveCorePropositions, areembedded inevery setofNationalBoardcertificate area Standards. Conversations andprofessional learning based on common themes in theStandardscanbearichactivityandentrypointintothefullstandards.

ThemefocusedStandardsStudiesdefinewhat teachersshouldknowandbeabletodowithinaparticulartopicandwerebuiltbyreorganizingcontentfromthecertificateareaStandardsintocommonthemes.ThesewereconstructedwiththeleadershipoftheKentuckyNationalBoardProfessionalLearningProgram.

StandardsStudies,bycertificateareaortheme,havevalueforallteachersacrosstheeducatorcareercontinuum.

● IntroduceteacherstoNationalBoardStandardsviafacilitateddiscussionsofStandardsStudies.

● Teachersandschoolleadersgenerateevidence-baseddiscussionsacrosscontentanddevelopmentareasusingtheStandardstofindtrendsofsimilarities,differences,strengths,andneeds.

● DecisionmakingteamsreferenceStandardstoanchorimprovementandpoliciesinbestpractice.

CertificateareaStandardscanbedownloadedfromhttp://bit.ly/NBPTSCertificationStandards.ThemefocusedStandardsStudiescanbedownloadedfromhttp://bit.ly/NBStandardStudies.

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CreatingaCultureofAccomplishedTeachingPeer-to-PeerLearningWalksPeer-to-peer learning walks offer a powerful way for teachers to improve theirpractice.Usingthisprotocol,colleagueswillobserve,collaborateandreflectontheFiveCorePropositions,focusingonwhatthepropositionslooklikeandsoundlikeinclassrooms.Thisopensdoorstonewthinkingonteachingandlearning.

Protocol:● Teachersmeettodeterminethebestdate,time,andfocus● Walkerrecordsobservationsduringlesson,andgivesnotestohostteacher● Teachersscheduleadebriefmeetingtodiscusslearnings

Addressatleastonepropositiononthisform:Highlightbothteacherandstudentbehaviors.

Proposition#1:Teachersare Proposition#2:Teachersknowthe Proposition#3:Teachersarecommittedtostudentsandtheir subjectstheyteachandhowto responsibleformanagingandlearning. teachthosesubjects. monitoringstudentlearning.Keywords:

● Relationships● Development● Equitable● Commitment● Responsibility

Keywords:● Standards● Interdisciplinary● Pedagogy● ResearchBasedPractices● Multiplepathstoknowledge

Keywords:● MultipleMethods● Supportive● Engagement● Assessment● Collaborate

Iliked… Mytakeawaysare… Iwanttoknowmoreabout…

Proposition#4:Teachersthinksystematicallyabouttheirpracticeandlearnfromexperience.

Keywords:ChoicesFeedbackReflectionResearch

Host:[]HostInitiated[]WalkerInitiated

Walker(s): Date:

LearningWalkFocus:

Proposition#5:Teachersaremembersoflearningcommunities.

Keywords:Collaboratewithstakeholders

FamiliesPeersCommunity

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VideoCaseLessonStudyusingATLAS:AccomplishedTeaching,LearningandSchools®

Principalscanhelpteachersgetbettertogetherusingvideocaselessonstudies.ATLASisNationalBoard’svideocaselibrarywhichprovidesaccesstoauthenticvideoshowingevidence-basedpracticeinaction. Cases are indexed to common frameworks, including National

Board,TeachingWorksHighLeverageTeachingPractices,CommonCoreStateStandards,C3FrameworkforSocialStudiesStateStandards,andNextGenerationScienceStandards.

Videocasesarecomprisedofanuneditedvideo,theteacher’swrittenreflectionaboutthelesson,andrelated instructional materials. The reflection providing insight into what’s happening inside theteacher’smindduringthedecision-makingprocessandtheinteractionwithasinglestudentoranentireclass. This powerful combination of video, instructional resources, and reflection allows for peercollaboration,self-reflection,andclassroom-basedinquiry.

Principals can utilize video case lessons with individual teachers or full staff. They can encourageteachers leaders to use them for collaborative learning in professional teams or when mentoringteachers.

Videocaselessonstudycanbeusedto:● Supportteachersindevelopingacommonunderstandingofaccomplishedteaching● Introducenewteacherstowhataccomplishedteachinglookslikeinthecontextofaclassroom● Discussproblemsofpracticewithinprofessionallearningcommunities● Studyavarietyofinstructionalapproachesorlessondesigns● Observeaccomplishedteachersinvariouscontextsandclassroomsettings● Drivediscussioninongoingprofessionallearningcommunitymeetings● Supportmentorsandcoachesindemonstratingeffectiveteachingmethodstonoviceteachers

FormoreinformationonATLASortostartafreetrialgotowww.nbpts.org/ATLASoremail:atlas@nbpts.org.

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EstablishingStructuresforAccomplishedTeaching

School-basedCohortsSchool-based cohorts are teams of teachers who pursue National BoardCertificationcollaborativelyastheiranchorforprofessionallearningandgrowthfortheyear. They examine and strengthen their teaching practice withthefacilitationandsupportofapeerteacherwhoisalreadyBoard-certifiedandhasdemonstratedinstructional expertise.

PrincipalscanutilizeaNationalBoardCertifiedTeachertopresentanawarenesssessionforthestaffandcanencourageteacherstoformaschool-basedcohort.PrincipalscantapspecificteacherstoembarkontheirNationalBoardjourney.

The benefit of a school-based approach is that theprofessional learning is aligned to school goals, whichensures a coherent approach towards accomplishedteachingwhiledirectlyimpactingstudentperformance.

The collaborativeand connectednatureof these cohortsnotonlyhelps teachersdevelop towardsaccomplishedpracticeandNationalBoardCertification,butalsoimprovestheschoolenvironment,creatingaculturewhereteachersfeelthattheirdevelopmentisvalued,guided,andpurposeful.

ImpactofSchool-basedCohorts● Discussionscenteronprofessionalpracticeandstudentlearning.● Teacherssharevocabularyaroundstandardsandwhatgoodteachinglookslike.● Teachersworktogethertoplaninstructionandreflectontheireffectiveness.● Mentorsworkwithteacherstohelpthemreflect,practice,andimprove.● Workisimmediatelyrelevantandapplicabletotheirjobs.

ImpactofSchool-basedCohortsinClarkCounty,NV● 95%ofcandidatesreportedincreasedjobsatisfaction.● 82%ofcandidatesreportedincreasedculturalcompetency.● 80%ofcandidatesreportedthatNationalBoardcandidacywasasignificantfactorintheir

choicetostayinaTitleIschool.

SchoolBasedCohortsHow-totools:Gotowww.nbpts.org/cohort-toolkit.

“Ithastrulybeenabreathoffreshairtoseemyteacherscollaboratingatsuchahighlevel.Ourteacherleadershavebeenabletoseeinstructionfromabird’seyeview,andengageindialoguefromauniqueandmemorableperspective.HavingtheopportunitytohostaNationalBoardcohortatoursitehasofferedhighleveldiscussionsaboutqualityinstructionthathasactuallypermeatedthroughoutourentirebuilding.Icannotwaittoseewhatyeartwobringstoourschool.”

- JohnAnzalone,PrincipalatSierraVistaHighSchool,LasVegas,NV

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SchoolLeadersStrengthenDistrictsSchoolleadersareinapowerfulpositiontostrengthendistrictpolicyandpracticeinwaysthatsupportbothNationalBoardCertificationcandidatesandNBCTsoncetheyhavebeenrecognizedfortheirmasteryofaccomplishedpractice.

TosupportNationalBoardcandidates,principalscan...

EncourageallteacherstopursueBoardCertificationandensurethatteachershaveequitableaccesstosupport.

Offertrainingformentorsand/orcandidates.Considertrainingmentorsonworkingwithadultlearners,ethics,andprovidingfeedback.

Providesuppliesandresourcestosupportcandidacy.ThismayincludecopiesoftheWhatTeachersShouldKnowandBeAbletoDobook,orthefreePDFversion,ATLASsubscriptionforthementortousetodiscussaccomplishedpracticewithcandidates,andvideotapingequipment(remotecamera,microphone)forshareduse.

Ensureequitableaccesstoaccomplishedteachingthroughfinancialsupport.ConsiderusingTitleI,TitleIIA,andIDEAfundstosupportNationalBoardCertification.

Supportlanguagetoallowcontinuingeducationcreditforcandidatesforeachcomponenttobeused toward license renewal. Support job-embedded, team-based professional learning in whichteachersassesstheirpracticeagainstNationalBoardStandardsandpursuecomponentsofNationalBoardCertificationalignedtotheirprofessionallearningneeds.

Work with district to provide financial assistance through reimbursement of candidates forsubmissionofpartoralloftheirBoardcertificationfees,orreimbursesomeorallofthecostaftercertifying.Districtscansetupthird-partypaymenttopaydirectlytotheNationalBoard.

TosupportNationalBoardCertifiedTeachers,principalscan...

CelebrateNBCTs,especiallythosenewlycertified.Recognizetheiraccomplishmentandthevalueitbringstostudents.

MobilizeBoard-certified teachers as instructional leaders to facilitate in-service professionallearning, including supporting teachers pursuing National Board Certification in school-basedcohorts.

SupportdistrictpoliciesforasalaryadvancementforNBCTs,includingadditionalsalaryincentiveforNBCTsservinginhighneedsschools.

ElevateteachervoicebyprovidingopportunitiesforNBCTstohelpshapeschoolanddistrictpolicy.

SchoolleaderscanaccessresourcestoadvocatefortheirteacherstobecomeNationalBoardCertified,includinganImpactBrief,StateIncentivesChart,AdvocacyToolkit,guidanceforusingfederalfundsforNationalBoardCertification,andmore.Advocacyresourcescanbefoundhere:https://www.nbpts.org/practice-policy/advocacy-resources

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Part3:Appendix

NationalBoardCertification:CandidacyDetailsThecertificationprocessincludesfourcomponents:

● Computer-basedassessmento Component1:ContentKnowledge

● Portfolioentrieso Component2:DifferentiationinInstructiono Component3:TeachingPracticeandLearningEnvironmento Component4:EffectiveandReflectivePractitioner

Theprocessisflexibletoallowcandidatestosettheirownpaceandsequence.Candidatesmay:● Takeonetothreeyearstocompletetheinitialattemptofallfourcomponents● Retakeacomponenttwice,ifneeded,withatotalof5yearstoachieve● Payseparatelyforeachcomponent(atacostof$475percomponentor$1900intotal)

Tobeeligibleforcertification,teachersmust● Possessabachelor’sdegree● Havecompletedthreeyearsofteachinginoneormoreearlychildhood,elementary,middle,or

secondaryschool● Holdavalidstateteachinglicenseforeachofthethreeyearsofemployment● ProvideofficialAmericanCouncilontheTeachingofForeignLanguages(ACTFL)certifiedratings

of Advanced Low or higher from ACTFL speaking and writing proficiency assessments ifregisteringasaWorldLanguagescandidate

Candidate Timeframe- Candidates can develop components throughout the year until the submission date. Registration and Component Selection and Payment Window Mid-April to late February Component 1: Content Knowledge Testing Window March to mid-June Components 2, 3, 4: ePortfolio Submission Window April to mid-May Score Release On or before December 31

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TheNationalBoard’s25AreasofCertificationThesespan16disciplinesfromPre-Kthrough12thgrade,includingcareerandtechnicaleducation,musicandworldlanguages.

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Formoreinformation:

Goto: www.NBPTS.org.

ContactyourlocalNationalBoardNetworkorcoordinator:www.nbpts.org/in-your-state.

Reachouttoopportunities@nbpts.org.

SomeofthetoolsinthisresourceweredevelopedthroughtheNetworktoTransform

TeachingatNationalBoardwhichwasfundedthroughtheU.S.DepartmentofEducation,

SupportingEffectiveEducatorDevelopmentGrant.

“The National Board work in our school’s PLCs has already had a remarkable impact on ourbuilding’sculture.ThesegroupsofteachershavebegunutilizingtheBodyofKnowledge(NationalBoardStandardsandFiveCorePropositions)intheirownclassroomsand,evenmoreimportantly,haveengagedinconversationswiththeircolleagues,elevatingthedialogueaboutpedagogyandtheimpactonstudents.Theysupporteachotherandhavecreatedanenvironmentthatwelcomesrisk-takingandembraces ‘failureas feedback.’Theyarewillingtotakeownershipof initiativesthattheyfeelareimportantandwillimpactstudentsuccess.”

ChrisChank,cohortprincipalinSchenectady,NY

Produced with generous support from the

W.K. Kellogg Foundation