How You Can Grow Professionally as a NBCT Counselor Jennifer Cable Jennifer Gambrell

What is a National Board Certification? National Board Certification (NBC) is a voluntary, advanced teaching credential that goes beyond state licensure. NBC has national standards for what accomplished teachers should know and be able to do. The National Board certifies teachers who successfully complete its rigorous certification process. National Board Certification (established in 1987) was designed to develop, retain and recognize accomplished teachers and to generate ongoing improvement in schools nationwide.

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.

Reasons to Certify It is the most respected professional certification available in K-12 education. Students learn more. A decade of research shows that students of board-certified teachers learn more than their peers without board-certified teachers. Studies have also found that the positive impact of having a board-certified teacher is even greater for minority and low-income students. Teachers improve their practice. 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 characterized by better teacher morale and retention and increased community involvement. Districts and schools that want to drive student learning recognize the power of Board certification and are taking steps to empower and raise the status of accomplished teachers.

Benefits of Certifying Offers a much more rigorous national teacher credential that is recognized and rewarded nationwide (under 3% of the nation’s teachers are NBCT) More attractive vocational path for all teachers Retaining younger generations of teachers who are drawn to other careers offering greater promise for advancement Additional salary increment

Funding is provided by the Oklahoma Legislature and if you meet specific requirements identified by state law and State Department of Education rules, including employment as a full-time classroom teacher in Oklahoma public schools, then a bonus is received.  School Psychologists who hold National School Psychology certification and Speech Language Pathologists or Audiologists who hold certification through the American Speech-Language- Hearing Association (ASHA) are also eligible for the bonus. Individual school districts may offer pay increases or bonuses if state funding is unavailable.

Eligibility Hold a bachelor’s degree from an accredited institution (not required for Career Tech area) Hold a valid state teaching license Three years of classroom or school counselor experience prior to starting the certification process

How much work is involved? An average of 200-400 hours of individual work Commitment to 1-3 years to complete all 4 components 3 portfolio entries and a computer-based assessment Complete support from colleagues and supervisors

Cost of Obtaining National Certification Total cost is $1,900 $475 per component attempt (4 components) Plus an annual registration fee of $75

Education Leadership Oklahoma Scholarship Scholarship recipients will be funded $1,300 for the application process for National Board Certification Payments for the $1,300 scholarship will be divided among the four components Recipients will also receive a $500 materials stipend

How to Apply for the ELO Scholarship Complete ELO scholarship application Apply on National Board website Pay $75.00 registration fee -notify Jennifer Gambrell  that you have started the process Attend Regional or State meeting Pay Component Fee -notify Jennifer Gambrell that you have started the process

National Board Oklahoma Network The National Board Oklahoma Network encourages, celebrates, and grows teacher leaders who partner with their legislators, universities, and stakeholders to ensure that every students is taught by an accomplished teacher.   Members of the Network: All teachers that have obtained National Board Certification since 1999, current National Board Candidates and Stakeholders across the state.

School Counseling Standards School Counseling Program School Counseling and Student Competencies Human Growth and Development Counseling Theories and Techniques Equity, Fairness, and Diversity School Climate Collaboration with Family and Community Informational Resources and Technology Student Assessment Leadership, Advocacy, and Professional Identity Reflective Practice

Early Childhood Through Young Adulthood/School Counseling Component 1: Content Knowledge Computer-Based Assessment: Content knowledge is assessed through the completion of approximately 45 selected response items and 3 constructed response exercises. Selected Response: School Counseling Program, Leadership, Advocacy, and Professional Identity (40%) Human Growth and Development (30%) Counseling Theories, Equity, and Fairness (30%) Constructed Response: School Counseling Program Counseling Theories and Techniques School Climate

Early Childhood Through Young Adulthood/School Counseling Component 2: Differentiation in Instruction Identify a critical student need, gather and analyze data related to that need, and use that analysis to design small-group sessions that implement differentiation in instruction, specifically, differentiation in process. Provide a description of a group assignment, a set of instructions that shows differentiation, and work samples and/or photographs from three students in your small group. Submit a written commentary in which you focus on the processes and techniques you used to generate student involvement through differentiated instruction in the small-group sessions, describe the structured activity, analyze the student work samples, and reflect on your school counseling practice.

Early Childhood Through Young Adulthood/School Counseling Component 3: Teaching Practice and Learning Environment Provide a brief overview of the content of your overall submission. Submit two 10–15 minute videos of your school counseling practice, showcasing your delivery of school counseling content in each. Submit information about the instructional context for each video. Describe your instructional planning for the lesson featured in each video and submit appropriate supporting materials. Submit a commentary for each video that includes analysis and reflection on your counseling practice; that communicates your pedagogical decision making before, during, and after the lesson shown in the video; and that focuses on your impact on student learning.

Early Childhood Through Young Adulthood/School Counseling Component 4: Effective and Reflective Practitioner Provide a profile, or description, of one group of students from the current school year. The profile will be developed from and supported by information you collect about the group of students. For School Counseling, the group may be a whole class or a group of students with whom you work and who share similar characteristics. If you work with one or more classes of students, you must select an entire class of students as your group. If you do not work with an entire class of students, but you work with a number of students who share similar characteristics and work with them separately, these students may constitute your group. Provide evidence that you collect relevant information about your group of students from data sources and through communications with people who know your students well. This evidence proves that you base assessment practices on your knowledge of the students and understanding of sound assessment principles, including assessment purpose, validity, and fairness. You show that you use assessments, the information gained from assessments, and other data sources to positively impact these students’ learning. You must link the assessment data to your practice; be specific about how the data you submit provides support for what you do in the classroom. Submit evidence that you use accumulated knowledge about students from the current year and/or previous school year to analyze the effectiveness of your own practice and to initiate or contribute to collaborative efforts in the school, district, community, or other learning communities designed to support students’ learning and growth. See later in these instructions for more details about allowable time frames for collecting information and evidence for this section of the portfolio entry. Reflect on your practice of gathering and using information about students and how you can best contribute to positive changes for students and your practice in the future.

Scoring Rubric Note: A Level 3 or Level 4 is not required for each component.

Scoring Requirements To achieve National Board Certification, you must meet each of the following 3 distinct score requirements.: Assessment center section average score of at least 1.75 Portfolio section average score of at least 1.75 Total weighted scaled score of at least 110

Scoring Requirements To achieve National Board Certification, you must meet each of the following 3 distinct score requirements.: Assessment center section average score of at least 1.75 Portfolio section average score of at least 1.75 Total weighted scaled score of at least 110 * You have 2 retake attempts for each component. You can retake at any time during the 5 year window.

Dates and Deadlines Registration Window (including all payments): April 15, 2019-February 28, 2020 Withdrawal or Change Deadline: February 28, 2020 ePortfolio Submission Window (components 2-4): April 1-mid May, 2020 Component 1 Testing Window: March 1- June 15, 2020 Score Release: On or before December 31, 2020

Tips & Tricks Know your strengths. Utilize all the resources available. Eliminate the “fluffy” words. Take the assessment after the other components have been submitted. BREATHE…it is NOT as bad as it seems!!

Resources National Board for Professional Teaching Standards: www.nbpts.org National Board Oklahoma Network: www.ok.gov/oeqa/ Jennifer Gambrell, NBCT Assistant Director, Educational Quality Office of Educational Quality and Accountability Tel: 405.522.5399 Email: Jennifer.gambrell@oeqa.ok.gov Jennifer Cable, NBCT Counselor Great Plains Technology Center Tel: 580.250.5541 Email: jcable@greatplains.edu