From A Nation at Risk to A Nation Prepared:  The Opportunity of National Board Certification
by Linda J. Rice
Ohio University
September 2003 SLATE Newsletter

In 1983 the President’s Commission on Excellence in Education published A Nation at Risk: The Imperative for Educational Reform, awakening “educators, parents, business executives and legislators to the economic and social consequences of an education system failing to keep pace with a changing American and global society” (Backgrounder, 2003). Three years later the Carnegie Forum on Education and the Economy’s Task Force on Teaching as a Profession released its counter report, A Nation Prepared: Teachers for the 21st Century. The task force report identified the quality of teaching as tantamount to national educational reform and “urged the teaching profession to set the standards and certify the teachers who meet those standards” (Backgrounder, 2003). One year later (1987), the National Board for Professional Teaching Standards was formed as an independent, nonprofit, nonpartisan, non-governmental organization governed by a 63-member board of directors, a majority of whom are classroom teachers (Backgrounder, 2003).

Since its inception 16 years ago, the National Board of Professional Teaching Standards (http://www.nbpts.org/) has come to enjoy broad support “from Democrat and Republican governors and legislators, state and local school boards, the nation’s two largest teacher unions, teacher educators, educational organizations, and classroom teachers (Backgrounder, 2003). In Harvard Education Letter: Research Online, Gordon (2002) summarizes the allure National Board Certification holds for teachers: “Some are drawn by opportunities for more prestige, better pay, or career advancement. Others just like the challenge posed by the 10-month preparation period. Nearly all of those who’ve gone through the process—even those who fail—say it makes them better teachers and more articulate about their practice.” When I learned about National Board Certification in 1998, I was immediately drawn to my state’s support of the process. Ohio pays the $2,300 application fee and rewards those who attain National Board status with $1,500 annually for 10 years, the certificate’s duration. “Thanks to broad bi-partisan support, 48 states and more than 400 localities offer some form of incentive and/or regulatory support for teachers seeking National Board Certification” (Backgrounder, 2003). An example of a locality’s support is Columbus City Schools; matching Ohio’s $1,500 annual stipend, Columbus City’s National Board Certified teachers earn an extra $3,000 per year.

Before accepting a position as assistant professor of English Education at Ohio University, I taught middle and high school English Language Arts for 10 years. I have always been interested in “best practice” and systematically examining what makes a good teacher. For me, the prospect of attaining National Board status and being financially rewarded for it was an opportunity too good to pass up. Before applying, I attended an orientation session sponsored by my area’s Regional Professional Development Center; Ohio offers these so that applicants have a realistic view of the process and its demands. I accepted the National Board challenge for the 1999-2000 cycle, a time in which I was also working on my doctorate in Curriculum and Instruction at Kent State University and teaching eleventh grade English at Lakeview High School (Cortland, OH). Upon sending my application materials, I eagerly awaited “the box.” “The box,” as it is known by National Board candidates, includes a handbook for candidates, answers to frequently asked questions, detailed instructions for preparing the portfolio, a comprehensive scoring guide, and instructions for packing and returning the portfolio. Combined, the items in the box add up to over 400 pages, making common the notion that at the onset of the National Board process candidates tend to feel overwhelmed. I personally would sum up my experience working through the components of “the box” this way: “If you’re not a type A personality when you begin the National Board process, you will be by the time you finish.” By this, I in no way intend to put down the process or attention to detail required by the NBPTS, for I realize the ways such specificity objectifies the process and facilitates the timeliness of assessment; I only share the statement with those considering this endeavor to help them be prepared for the intensive organization and thoughtfulness required to be successful.

To be eligible, candidates must have a baccalaureate degree and three years classroom experience either in public or private schools and apply in the area that corresponds with their current teaching assignment. There are 15 areas of National Board Certification covering four different age ranges [Early Childhood (ages 3-8); Middle Childhood (ages 7-12); Early Adolescence (ages 11-15); Adolescence and Young Adulthood (ages 14-18+)]. “At the core of the National Board Certification process are a set of standards that describe the highest level of teaching in different disciplines and with students at different developmental levels. These standards represent a consensus among accomplished teachers and other education experts about what accomplished teachers should know and be able to do” (“Standards” b). All areas of certification stem from the following 5 Core Propositions established by NPBTS: (1) Teachers are committed to students and their teaching; (2) Teachers know the subjects they teach and how to teach those subjects to students; (3) Teachers are responsible for managing and monitoring student learning; (4) Teachers think systematically about their practice and learn from experience; (5) Teachers are members of learning communities (“About”).

The National Board Certification process has two essential elements: the portfolio (consisting of 6 entries) and the assessment center activities (a 4-part, 6-hour computer-administered test specific to each candidate’s area of specialization). The entire process spans 10 months, and candidates typically spend 200-400 hours preparing the portfolio (“Standards” a). My area of certification is Adolescence and Young Adulthood/English Language Arts, and my portfolio, in its entirety, was approximately 300 pages in length (including nearly 75 pages of my own writing and 200 pages of related evidence such as teaching artifacts, samples of student work, correspondence with parents, and involvement in an array of professional development activities).

Entry 1 was “Analysis of Student Response to Text;” Entry 2 was “Analysis of Student Writing.” Each of these entries consisted of 11 pages of my own analysis about my teaching, a total of 12 pages describing my instructional materials, and a total of 160 pages of student work to show how I support student learning. Entries 3 & 4 were “Instructional Analysis,” and both required 20-minute video tapes of my teaching and interaction with students. Entry 3 focused on Whole Class Discussion while Entry 4 focused on my work with Small Groups. The written requirement for each of these entries was a maximum of 10 pages of analysis with 3 supporting pages of instructional materials. Entries 5 and 6 are the two that are most similar, regardless of the area of certification. Entry 5 is “Collaboration in Professional Communities” while Entry 6 is “Outreach to Families and Community.” Each of these entries consists of a maximum of 10 pages written reflection and 15 pages of evidentiary support including an explanation of the candidate’s accomplishments complete with a justification of their significance and impact on student learning.

The rigor involved in meeting National Board Standards is, of course, very demanding and time intensive, so the decision to undertake this endeavor is one that should follow careful thought and consideration. As of January 2003, nine years after National Board Certification became available, 23,937 teachers nationwide have met its challenge (Backgrounder, 2003). National Board Certification measures a teacher’s practice against “high and rigorous standards” through a portfolio “designed to capture teaching in real-time, real-life settings, thus allowing trained assessors to examine how teachers translate knowledge and theory into practice” (“Standards” a). In addition to earning the credential of National Board Certified Teacher, candidates, in the process, grow to more deeply understand what makes an effective teacher. Whether the candidate passes all six portions of the portfolio and the four parts of the computer-administered test on the first try or not, the growth in the process of analyzing one’s own teaching holds tremendous professional value. Candidates may redo parts of the portfolio and/or retake parts of the test they did not pass the first time around. Candidates can’t help but improve their performance by examining their teaching, professionalism, and outreach in the systematic fashion employed by NBPTS.

For a copy of standards in their field ($15.00) or for more information on NBPTS resources and activities, interested teachers should call 1-800-22TEACH.

Works Cited

“About NBPTS/Five Core Propositions.” National Board for Professional Teaching Standards. http://www.nbpts.org/about/coreprops.cfm.

Backgrounder. The National Board for Professional Teaching Standards, Jan. 2003.

Gordon, David T. “Putting National Board Certification to the Test.” Harvard Education Letter: Research Online (http://www.edletter.org/).  Mar./Apr. 2002.

A Nation Prepared: Teachers for the 21st Century. The Carnegie Forum on Education and the Economy’s Task Force on Teaching as a Profession. 16 May 1986. See http://www.nbpts.org/pdf/backgrounder.pdf.

A Nation at Risk: The Imperative for Educational Reform. President’s Commission on Excellence in Education. June 1983. See http://www.ed.gov/pubs/NatAtRisk/risk.html

“Standards and National Board Certification/National Board Certification.” National
Board for Professional Teaching Standards. <http://www.nbpts.org/standards/
nbcert.cfm>.  17 Feb. 2003.

“Standards and National Board Certification/Standards.” National Board for Professional Teaching Standards. http://www.nbpts.org/standards/stds.cfm. 17 Feb. 2003.