What is National Board Certification?
Grounded in the National Board’s Five Core Propositions that describe what teachers should know and be able to do, the certification process is designed to collect standards-based evidence of accomplished practice*. In all 25 certificate areas, candidates are required to complete four components.
Component 1: Content Knowledge
Component 2: Differentiation in Instruction
Component 3: Teaching Practice and Learning Environment
Component 4: Effective and Reflective Practitioner
Learn more about each component here.
National Board-Certified teachers prove their effectiveness in the classroom every day. Here are some reasons to become Board-Certified:
- Students achieve more. Research shows students of Board-Certified teachers learn more than their peers without Board-Certified teachers. Board-Certified teachers are also found to have a greater positive impact on minority and low-income students.
- Teachers (Teaching) improve(s). Obtaining the Board Certification allows teachers to hone their practice, showcase their talent in the classroom, and demonstrate their dedication to their students and their profession.
- Demonstrate a commitment to excellence. Schools with National Board Certified Teachers are categorized by exceptional teacher morale and retention and increased community involvement.
- Board Certification opens doors. Board-certified teachers are recognized as experts. Therefore, they are often sought out for leadership positions in their schools and districts.
* Information provided by https://www.nbpts.org
Benefits of Becoming Nationally Board Certified in Nebraska
- Financial Incentives. Many local school districts and professional organizations recognize National Board Certification through local agreements.
- State Recognition. Nebraska teachers who hold a valid certificate from the National Board for Professional Teaching Standards are eligible for Master Teacher status and a Professional Teaching certificate issued by the commissioner of education. The certificate is valid for ten years, beginning with the school year in which the Master Teacher status was achieved.
- Leadership Opportunities. Board certification can enable teachers to take on leadership roles—such as mentoring, leading professional development efforts, and advocating for policy changes—that allow them to advance their careers while staying in the classroom.
- * Information provided by https://www.nbpts.org
Categories for comprehensive certification include the following areas:
Students complete 18 credits (6 courses) in a general core curriculum during the first year of course work and an additional 18 credits (6 courses) within the chosen concentration in the second year.
Students can also complete an optional third year and complete the 18 credits in the other concentration to become MA + 18 on the salary schedule and qualify in both.
Core Year (18 Credits)
In the first year of the program, students will focus on completing their core curriculum for the Master of Education program. Students will complete the following courses:
This course is designed to provide the Principal/Teacher candidate with knowledge about policies, laws, and regulations enacted by state, local and federal authorities that impact schools and classrooms. The candidate will use skills to influence lawmakers and advocate for equitable learning opportunities and success for all students. The candidate will understand that educators, business people, politicians, media, parents, and the public at large attempt to influence educational policy to varying degrees. The candidate will explore varying perspectives on educational improvements and use statutes, policies, research, data, and ethical standards in the decision-making process. The Candidate will spend a minimum of 20 clock hours in school-based experience(s).
The Principal/Teacher candidate will understand human rights and implement guidelines that establish a school where all students, staff, and community, regardless of background, are afforded equal access and opportunity to quality education. The candidate will understand the complexities of poverty and its influence on learning, promote the success of every student and act with integrity, fairness, and an ethical manner. The candidate will spend a minimum of 20 clock hours in school/community-based experience(s).
This course is designed to provide Principal/Teacher candidates with knowledge, skills, and dispositions that will enhance the staff and students’ motivation, morale, and performance. Candidates will know how to create a culture for learning, serve as a role model, inspire, develop leadership in others and help build and support an inviting school culture that meets the needs of students, the community being served, and the staff. The candidate will spend a minimum of 20 clock hours in school-based experience(s).
This course is designed to help Principal/Teacher candidates with the knowledge and skills to lead in developing, implementing, evaluating, and revising short and long-term goals that promote continuous and sustainable school improvement. Candidates will know how to collect and analyze data pertinent to the educational environment that promotes learning and leads to continuous quality improvement. There will be a focus on a systematic, ongoing improvement process (e.g., Nebraska Department of Education, Advanced Ed.). The candidate will spend a minimum of 20 clock hours in school-based experience(s).
This course is designed to provide an introduction to the action research process. Emphasis will be placed on three main areas: 1) helping candidates become good consumers of educational research, 2) providing foundational instruction and guidance in planning, conducting, and reporting action research, and 3) applying professional writing skills. This course is designed to give candidates the knowledge and skills that help them identify and explore research issues related to leading, teaching, and learning, particularly related to school improvement. The candidate will learn the requirements/framework for the School Improvement Action Research Paper and begin collaborating with building leadership and the Midland Candidate Advocate to identify leadership needs that could substantially assist the school with their school improvement. The candidate will spend a minimum of 20 clock hours in school-based experience(s).
This course is designed to provide Principal/Teacher candidates with an understanding that curriculum, instruction, assessment, and programming represent a set of desired goals that are activated through a developmental process and culminate in successful learning experiences for students. The candidate will understand that a comprehensive, rigorous, and coherent curriculum, instruction, assessment, and program development are essential responsibilities of a school leader. The candidate will know how to implement district, state, and federal initiatives and assure legal compliance. The candidate will understand emerging trends in education, use best practices research, establish curriculum and instructional expectations and accountability measures, know how to lead curriculum reviews, use data to monitor student achievement, and support and develop staff. The candidate will spend a minimum of 20 clock hours in school-based experience(s).
Area of Emphasis (18 Credits)
As part of the National Board Teacher Certification Preparation curriculum students will complete the following courses:
The Midland Teacher Candidate (MTC) will become acquainted with the process for applying for “Candidacy” for National Board of Professional Teaching Standards (NBPTS) Certification and begin to examine, in detail, each of the required NBPTS portfolio components. The MTC will learn how to organize and obtain the resources for aligning practices with the Standards and engage in meaningful discussions with the cohort/learning community about the NBPTS process. The MTC will “Map each Component” and also “Map the Standards” for their chosen NBPTS Certification area. The MTC will understand the Five Core Propositions and assess readiness and commitment level for applying for National Certification and develop a personal set of goals and timeline for the application and submission process. The MTC will practice required skills for successful application to NBPTS certification.
The Midland Teacher Candidate (MTC) will demonstrate understanding of students and their learning needs and how the MTC makes decisions in response to student needs. The MTC will demonstrate that effective teachers are also learners who draw upon theory and research to expend use of instructional and assessment strategies to effectively manage and monitor student learning. The MTC will become more confident in analyzing and reflecting on the MTC’s teaching practices, including the connection between thoughts and actions in order to improve student learning. The MTSs will apply knowledge to the requirements of Component 1.
The Midland Teacher Candidate (MTC) will work on portfolio requirements for Component 2 and receive feedback on their writing throughout the course. For Component 2 work, the MTC will discuss instructional decisions for planning differentiated activities to promote student learning. The MTC is required to collect and analyze artifacts of student work that illustrate student growth in their certificate area. By the end of the course, the MTC is expected to have a complete draft of Component 2. The MTC will apply professional writing skills of description, analysis and reflection throughout the course.
The Midland Teacher Candidate (MTC) will understand how to use the resources available for assessment, collaboration, and overall knowledge of their student population as these relate to the National Board of Professional Teaching Standards (NBPTS). The MTC will participate in reflection and professional development that increases their knowledge and pedagogy. The MTC will focus on the determination of students’ needs and their own professional learning needs to increase student achievement. As National Board Certified Teacher (NBCT) candidates, MTSs will apply this knowledge to developing Component 4.
The Midland Teacher Candidate (MTC) will work on portfolio requirements for Component 3 and receive feedback on their writing throughout the course. For their Component 3 work, the MTC will analyze a classroom video(s) to discuss classroom climate, student engagement, and relationships amongst classroom participants. By the end of the course, the MTC is expected to have a completed draft of Component 3. The MTC will apply professional writing skills of description, analysis and reflection throughout the course.
The culminating project is a Principal Action Research Report (PARR) and two presentations. The Principal Candidate will present to a Midland panel of instructors and to an authentic audience. The PARR will synthesize coursework, experiences, and research throughout the Principal Endorsement program related to his/her school’s improvement plan. Candidates will have worked closely with a Midland University instructor and his or her school district mentor to plan action research that leads to school improvement.