National Board Certification - Looking Backwards and Forwards

National Board Certification is a rigorous national teacher credential that is recognized nationwide. It currently consists of four components that are blended together and taken as a whole to assess a teacher's entire practice:  effective and reflective practitioner, teaching practice and learning environment, differentiation in instruction, and content knowledge.  Each component requires deep analysis of the architecture of accomplished teaching.

As November 15 approaches, my first anniversary of Board-certification, I find myself reflecting again.  Maybe it's because I remember so well the feelings I had a year ago this week while waiting for my scores to arrive in my portfolio. . . the anxiety and the waiting and the wondering.  I think about my colleagues nation-wide who are going through the same process right now as I type this, and I know that a majority of them will not pass.  I wonder if I would have had the courage to try again had I not passed on my first attempt.  

While my first year was passing by, a document was created that clearly defines the advantages of Board certification. Michelle Exstrom, the Education Program director at the National Conference of State Legislatures, authored Today's Board Certification for Teachers, Answers to Legislators' Questions.  She relied on the National Board for Professional Teaching Standards for assistance with the content of the document.  The entire document is here.  Some of my key take-aways after reading the document include the following:

1. During the past decade, research from multiple states across the country has shown that students taught by Board-certified teachers learn more than students taught by non-certified teachers.  In addition, student gains in high-needs, high-poverty schools is greater.  This is relevant to my practice because I teach in a school with a diverse population, and some of that diversity is marked by high needs. 
2. National Board Certification "screens" applicants.  Teachers who achieve Board-certification out perform teachers who attempt to become Board-certified, but fail.  This was new learning for me, I had incorrectly believed that if a candidate did not pass, it was possible that the candidate could be as effective as a Board-certified teacher, but simply could not "prove it" within the structures in the process of becoming Board-certified. 
3. Capitalizing on the expertise of Board-certified teachers is a part of the mission statement of the National Board.  There is a blog posting that I recently read that speaks to this piece of the mission statement.  Thank you to fellow NBCT, Mike Lee; I couldn't have said it better myself. 

Finally, I want to be clear that this posting is not an indictment towards teachers who are not NBCTs, but more of a summary of my reflections on my first year as an NBCT.