1. The National Board for Professional Teaching Standards

2. Library Sections About the National Board Why Certify
The Five Core Propositions
National Board Standards
The Architecture of Accomplished Teaching
National Board Certification
The Continuum
Why Certify
Getting Started
The Process and Component Overview
FAQs
Inspiration (great slideshow or for use as dividers)

3. About the National Board

4. What is the National Board for Professional Teaching Standards?
Every student deserves to be taught by an accomplished teacher.
Established in 1987, NBPTS is an independent, nonprofit organization working to advance accomplished teaching for all students. NBPTS has been established as the profession’s vehicle for defining and recognizing accomplished teaching.

5. Founding Mission Advance the quality of teaching and learning by:
Maintaining high and rigorous standards for what accomplished teachers should know and be able to do; 
Providing a national voluntary system certifying teachers who meet these standards; 
Advocating related education reforms to integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Teachers.

6. The Five Core Propositions

7. The Five Core Propositions
The Five Core Propositions set forth the profession's vision for accomplished teaching.
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 1 2 3 4
First published in 1989 and updated in 2016,  What Teachers Should Know and Be Able to Do articulates the National Board’s Five Core Propositions for teaching. The Five Core Propositions — comparable to medicine’s Hippocratic Oath — set forth the profession's vision for accomplished teaching. Together, the propositions form the basis of all National Board Standards and the foundation for National Board Certification.
(Sources: Website and “What Teachers Should Know and Be Able to Do” 5

8. Proposition Teachers Are Committed to Students and Their Learning1
Teachers recognize individual differences in their students and adjust their practice accordingly
Teachers understand how students develop and learn
Teachers treat students equitably
Teachers know their mission transcends the cognitive development of their students
First published in 1989 and updated in 2016,  What Teachers Should Know and Be Able to Do articulates the National Board’s Five Core Propositions for teaching. The Five Core Propositions — comparable to medicine’s Hippocratic Oath — set forth the profession's vision for accomplished teaching. Together, the propositions form the basis of all National Board Standards and the foundation for National Board Certification.
(Sources: Website and “What Teachers Should Know and Be Able to Do”

9. Proposition Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students2
Teachers appreciate how knowledge in their subjects is created, organized, and linked to other disciplines
Teachers command specialized knowledge of how to convey a subject to students
Teachers generate multiple paths to knowledge

10. Proposition Teachers Are Responsible for Managing and Monitoring Student Learning3
Teachers call on multiple methods to meet their instructional goals
Teachers support student learning in varied settings and groups
Teachers value student engagement
Teachers regularly assess student progress
Teachers engage students in the learning process

11. Proposition Teachers Think Systematically About Their Practice and Learn from Experience4
Teachers make difficult choices that test their professional judgment
Teachers use feedback and research to improve their practice and positively impact student learning

12. Proposition Teachers Are Members of Learning Communities5
Teachers collaborate with other professionals to improve school effectiveness
Teachers work collaboratively with families
Teachers work collaboratively with the community

13. National Board Standards

14. What are the National Board Standards?
National Board Standards are created by teachers, for teachers.
Based on the Five Core Propositions, National Board Standards define what accomplished teachers should know and be able to do in 25 certificate areas. They represent 16 different subject areas and four developmental levels and are applicable to most teachers in U.S. public schools.
National Board Standards are developed by committees of outstanding educators who are broadly representative of accomplished professionals in their field. The committees are governed by the Board of Directors and the Certification Council, the majority of whom are National Board Certified Teachers.
While the majority of each committee is made up of classroom teachers, other members may include experts in child development, teacher education and relevant disciplines.
The committee provides recommendations to the National Board and advises those involved in developing the corresponding assessment.
Many school systems use the Five Core Propositions and National Board Standards as the basis for ongoing teacher and school counselor professional development, and many colleges and universities incorporate them into their teacher preparation programs.

15. National Board Standards: Key Facts
Developed by committees of outstanding educators broadly representative of accomplished professionals in their field.
Classroom teachers comprise the majority of each committee; other members may include experts in child development, teacher education and relevant disciplines.
The committee provides recommendations and advises those developing the corresponding assessment.
Used by many school systems as the basis for ongoing teacher and school counselor professional development.
Many colleges and universities incorporate them into their teacher preparation programs.

16. National Board Standards: The Development Process
To create and revise each of the Standards for the 25 certificate areas:
National Board Certification Council appoints a standards committee (open call for applicants)
The committee develops standards that
Reflect the Five Core Propositions
Identify specific knowledge, skills and attitudes that support accomplished practice
Emphasize the holistic nature of teaching
Illustrate how a teacher’s professional judgment is reflected in action; and
Describe how the standards come to life in different settings.
Standards undergo repeated drafts until they are released to the education community for public comment review.
The committee meets again to review and revise the document.
The document is then submitted to the Certification Council and Board of Directors for adoption and is published in final form.
National Board Certification Council appoints a standards committee from applications received during an open call for committee members.
The committee develops standards that:
Reflect the Five Core Propositions;
Identify specific knowledge, skills and attitudes that support accomplished practice, while emphasizing the holistic nature of teaching;
Illustrate how a teacher’s professional judgment is reflected in action; and
Describe how the standards come to life in different settings.
Standards undergo repeated drafts until they are approved for public comment review.
A draft of the standards is distributed widely to the education community for public comment The committee meets again to review and revise the document.
The document is then submitted to the Certification Council and Board of Directors for adoption and is published in final form.

17. 25 Certificate Areas Encompass developmental levels in 16 disciplines:
Art
EMC (ages 3-12)
EAYA (ages )
Literacy: Reading-Language Arts
Career and Technical Education
Mathematics
EA (ages 11-15)
AYA (ages )
English as a New Language
Music
English Language Arts
Physical Education
Exceptional Needs Specialist
ECYA (ages birth-21+)
School Counseling
ECYA (ages 3-18+)
Generalist
EC (ages 3-8)
MC (ages 7-12)
Science
Health Education
Social Studies-History
Library Media
World Languages
AYA=Adolescence and Young Adulthood
EAYA=Early Adolescence through Young Adulthood
EC=Early Childhood
EMC=Early and Middle Childhood
ECYA=Early Childhood through Young Adulthood EA=Early Adolescence
MC=Middle Childhood

18. The Architecture of Accomplished Teaching

19. The Architecture of Accomplished Teaching
This graphic shows the Architecture of Accomplished Teaching. It is a framework of analytical and reflective thinking and doing of effective teachers. The double helix shows that teaching decisions are sequential and reflexive. So let’s begin at the base of the framework which shows the basis for all teaching decisions—knowledge of students.
As you complete the NBPTS portfolio entries, you will see yourself thinking through this framework of the analytical and reflective thinking of a teacher. The process of gathering evidence and writing responses to the questions in NBPTS portfolio instructions will help you to show evidence of how you align your thinking and make connections through all the aspects of teaching.
Pg 7.
Source for this section:

20. The Architecture of Accomplished Teaching Learn About Your Students
Teachers are able to:
Describe what they know about their diverse students’ strengths, needs and interests
Look at multiple aspects of their students’ development:
Academic, linguistic, social, and emotional development
Family, community and cultural assets
Identify appropriate instruction for different groupings of students and individuals based on what they know about them
Explain how their knowledge of their students influences their decisions
At the 1st level, effective teachers need to know their students’ needs and how they learn.

21. The Architecture of Accomplished Teaching Set High, Appropriate, Worthwhile Goals at this Time and in this Setting
Effective teachers need to be able to show evidence that they:
Can set appropriate goals for the unique and varied needs of their students
Know what students should learn
Know where they are at now
Know what goals are appropriate for the current time and setting
At the 2nd level, effective teachers prove that they know how to set high and worthwhile goals for their students.

22. The Architecture of Accomplished Teaching Implement Instruction Designed to Attain those Goals
They will have the opportunity to show that:
They know their content
Can analyze their students
Can choose a variety of instructional strategies that connect to the goal and the ways their students learn
They will also be able to show that the strategies:
Engage students in the content and skills
Clearly address students with diverse academic and social/emotional development, and cultural and lived experiences
At the 3rd level, effective teachers select, plan, and implement instruction that will enable all students to learn.

23. The Architecture of Accomplished Teaching Evaluate Student Learning in Light of Goals and Instruction
They will have the opportunity to show they:
Can see areas of strength and areas for improvement through assessment of their students
Draw conclusions from assessing students’ progress toward the objectives
Make adjustments in instruction and offer meaningful feedback to students
Once the teacher has assessed students – knows what they know and do not know yet; what they can and cannot do yet – then the teacher can begin to reflect on his/her effectiveness in teaching them.
The 4th level shows that effective teachers assess their students’ understandings and gaps in learning.

24. The Architecture of Accomplished Teaching Reflect on student learning, effectiveness of design, concerns, and issues.
They will have the opportunity to show how they:
make adjustments to instruction based on what worked and what did not work
describe the appropriate next steps for the whole class, groups, or individual students
At the 5th level, effective teachers reflect on what they learn from assessment and identify how their teaching decisions impacted student learning.

25. The Architecture of Accomplished Teaching Set New, High, Worthwhile Goals
They will have an opportunity to show how:
The cycle starts again, with new, challenging, and appropriate goals
Teachers constantly support students for continuous learning
The 6th level is where the cycle begins again, with new, high and worthwhile goals for students that support continuous learning.

26. National Board Certification

27. What is National Board Certification?
The most respected professional certification available in K-12 education.
A voluntary process to certify teachers against the standards established by teachers, for teachers. Designed to develop, retain and recognize accomplished teachers and to generate ongoing improvement in schools nationwide.

28. Board Certification by the Numbers
112,000+ teachers have achieved Board certification
More than 50% of NBCTs teach in high-needs schools
20,000+ teachers are pursuing Board certification now
645+ schools have > 5 teachers pursuing Board certification collaboratively

29. Board Certification by the Numbers
81% of Americans believe teachers should achieve Board certification beyond licensure as it is in other professions PDK/Gallup Poll

30. The Career Continuum

31. BOARD-CERTIFIED TEACHER
The Career Continuum
PRE-SERVICE TEACHER
NOVICE TEACHER
PROFESSIONAL TEACHER
TEACHER LEADER
BOARD-CERTIFIED TEACHER
The National Board is working to strengthen a continuum within teaching that leads from pre-service teacher preparation to accomplished practice, then to a variety of leadership roles within the profession.

32. The Career Continuum
PRE-SERVICE TEACHER
A residency year of practice-based development allows aspiring teachers to demonstrate that they possess the knowledge and skills needed to be effective in the classroom.

33. The Career Continuum
NOVICE TEACHER
The early years of a teacher’s career build on preparation experience, with a robust mentoring and induction program to help new teachers improve their practice, learn about the school, and build relationships with colleagues.

34. The Career Continuum
PROFESSIONAL TEACHER
To support their professional growth and their students’ ever-changing needs, professional teachers engage in the same lifelong learning they want students to embrace and, when ready, begin their candidacy for Board certification.

35. BOARD-CERTIFIED TEACHER
The Career Continuum
BOARD-CERTIFIED TEACHER
Board-certified teachers demonstrate the Five Core Propositions and teach to the standards of accomplished practice, having a measurably greater impact on student learning.

36. The Career Continuum
TEACHER LEADER
Board-certified teachers can impact the professional practice of all teachers by advocating for policies and supports and taking on roles in schools, local or state agencies, union leadership, or professional associations.

37. Why Certify?

38. Why Certify? 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.

39. Why Certify? Teachers improve their practice.
Board Certification allows teachers to hone their practice, demonstrate their professional knowledge and reinforce their dedication to their students and their career.
Schools with National Board Certified Teachers are characterized by better teacher morale and retention and increased community involvement.
“I cried. I smiled. I laughed. I learned. I changed my teaching philosophy. I found my voice in education. I gained confidence. I became a better teacher.” – Cassidy Reinken, NBCT

40. Why Certify? Create Opportunities
Because Board-certified teachers are recognized as experts, they are often sought out for leadership positions.
NBCTs serve as team leaders, department chairs, and instructional coaches. Many move on to serve as school and district administrators.
States and districts are recognizing the need to build a corps of NBCTs to lead teaching and learning improvements.
“I knew National Board certification made sense. I knew it would be a gift to myself … it’s the best, most practical professional development available.” – Anna Baldwin, NBCT

41. Why Certify? Financial incentives
More than half of all states—and countless districts—offer support, conditional loans and/or salary incentives to encourage teachers to pursue and achieve National Board Certification.
Many states count Board certification towards state licensure, renewal or step increase.
If you want to see what financial assistance and incentives are available by state, log on to: nbpts.org/in-your-state/

42. Getting Started

43. Getting Started Know Important Dates
Certain aspects of the certification process are calendar- based. As you plan, it is important to keep them in mind:
Registration Window (April – January)
Component Selection with Fees (end of January)
Portfolio Submission Window (April – May)
Content Knowledge Assessment (April – June 15)
To be eligible for National Board Certification, You must hold a bachelor’s degree, have 3 years of teaching experience, and hold a valid state teaching license or meet the license requirements in your state to be a school counselor
Bachelor’s degree: If you’re a candidate for the Career and Technical Education certificate, you are only required to hold a bachelor’s degree if your state required one for your current license.
If applying for the ECYA/School Counseling certificate, you must meet the licensure requirements established by your state for a counselor.
There is also a prerequisite for World Languages candidates: In addition to the candidate eligibility requirements, World Languages candidates must provide official American Council on the Teaching of Foreign Languages (ACTFL) certified ratings of Advanced Low or higher from ACTFL speaking and writing proficiency assessments.

44. Important Dates 2017-2018 Registration Window
April 1, 2017 – January 31, 2018
Registration (includes payment of $75 fee)
January 31, 2018
Component Selection (includes payment of component fees)
Change of Certificate and/or Specialty Area
Change of Component Selection
Withdrawal Deadline
ePortfolio Submission Window
April – May, 2018
Component 1: Content Knowledge Testing Window
April – June 15, 2018
Score Release
On or before December 31, 2018
Before you register, contact your state or local program administrator to see what incentives and funding are available in your area. There are some state and local funds available to help cover the cost of National Board Certification. Also, many states and local school districts have recognized the value of National Board Certification by offering salary increases, bonuses, or other incentives to educators who become NBCTs. The In Your State page on Boardcertifiedteachers.com has an interactive map you can use to learn more about available supports and incentives.

45. Getting Started Step 1: Determine Eligibility
To be eligible for National Board Certification, teachers must:
Hold a bachelor’s degree*
Have completed three years of successful teaching experience
Hold a valid state teaching license or meet the licensure requirements established by your state for a school counselor*
Meet any additional prerequisites for certificate area*
To be eligible for National Board Certification, You must hold a bachelor’s degree, have 3 years of teaching experience, and hold a valid state teaching license or meet the license requirements in your state to be a school counselor
Bachelor’s degree: If you’re a candidate for the Career and Technical Education certificate, you are only required to hold a bachelor’s degree if your state required one for your current license.
If applying for the ECYA/School Counseling certificate, you must meet the licensure requirements established by your state for a counselor.
There is also a prerequisite for World Languages candidates: In addition to the candidate eligibility requirements, World Languages candidates must provide official American Council on the Teaching of Foreign Languages (ACTFL) certified ratings of Advanced Low or higher from ACTFL speaking and writing proficiency assessments.

46. Getting Started Step 2: Create an Account and Register
Go to
Create an account
Complete applicant registration
Pay $75 registration fee
$75 Annual Registration
First, you must create an account and register.
You must submit a new application, including your $75 annual registration fee, for each year you plan to complete a component. If you already have an account, this is done in the existing account.
Next, choose your certification area.
National Board Certification is offered in 25 certificate areas that span 16 content areas and four student developmental levels.  
In all certificate areas, candidates are required to complete four components consisting of:
​Computer-based assessment - administered at a testing center Component 1: Content Knowledge Portfolio entries - submit online Component 2: Differentiation in Instruction Component 3: Teaching Practice and Learning Environment Component 4: Effective and Reflective Practitioner
Then, you need to select the component or components you want to work on within the next year and pay for each component.
Your first component, Content Knowledge, must be completed during the testing window, April – June 16, 2018.
Candidates have the option to pay for and submit each component separately. Each of the four assessment components costs $475 (total cost of components is $1,900). Any retake attempts are an additional fee, and you will have two opportunities to retake each component.

47. Getting Started Step 3: Select Certificate Area
Developmental Level
Art
EMC (ages 3-12)
EAYA (ages )
Literacy: Reading-Language Arts
Career and Technical Education
Mathematics
EA (ages 11-15)
AYA (ages )
English as a New Language
Music
English Language Arts
AD + YA (ages )
Physical Education
Exceptional Needs Specialist
ECYA (ages birth-21+)
School Counseling
ECYA (ages 3-18+)
Generalist
EC (ages 3-8)
MC (ages 7-12)
Science
Health Education
Social Studies-History
Library Media
World Languages
AYA=Adolescence and Young Adulthood
EAYA=Early Adolescence through Young Adulthood
EC=Early Childhood
EMC=Early and Middle Childhood
ECYA=Early Childhood through Young Adulthood EA=Early Adolescence
MC=Middle Childhood

48. Getting Started Step 4: Purchase Component(s)
$475 per component
Purchase only components you plan to complete that year
First, you must create an account and register.
You must submit a new application, including your $75 annual registration fee, for each year you plan to complete a component. If you already have an account, this is done in the existing account.
Next, choose your certification area.
National Board Certification is offered in 25 certificate areas that span 16 content areas and four student developmental levels.  
In all certificate areas, candidates are required to complete four components consisting of:
​Computer-based assessment - administered at a testing center Component 1: Content Knowledge Portfolio entries - submit online Component 2: Differentiation in Instruction Component 3: Teaching Practice and Learning Environment Component 4: Effective and Reflective Practitioner
Then, you need to select the component or components you want to work on within the next year and pay for each component.
Your first component, Content Knowledge, must be completed during the testing window, April – June 16, 2018.
Candidates have the option to pay for and submit each component separately. Each of the four assessment components costs $475 (total cost of components is $1,900). Any retake attempts are an additional fee, and you will have two opportunities to retake each component.

49. The Certification Process

50. Timeline considerations for completing certification
The 4 components can be taken in any order
Up to 3 years to submit all four components
Can submit 1-4 components a year
Components must be completed during the cycle in which they are purchased.
5 years to complete certification process (if retakes are necessary)

51. Scores received on or before December 31
Four Components
Assessment
Component 1: Content Knowledge
Portfolio Entries
Component 2: Differentiation in Instruction
Component 3: Teaching Practice & Learning Environment
Component 4: Effective and Reflective Practitioner
Administered at computer-based testing centers across the US scheduled April through Mid-June.
Scores received on or before December 31
Submitted electronically during portfolio submission window: April – May
Teachers must attempt each of the four components within the first three years of their candidacy. Certification may take anywhere from one to five years, depending on the approach taken.
National Board will send instructions and other important information regarding your components to the preferred address in your account. Please keep your preferred address current in your account and add National Board to your safe senders list.  
Assessment
Component 1: Content Knowledge
The assessment is administered at computer-based testing centers across the United States during the Component 1: Content Knowledge testing window. You will receive an with instructions for scheduling your appointment.
Portfolio Entries
Component 2: Differentiation in Instruction
Component 3: Teaching Practice and Learning Environment
Component 4: Effective and Reflective Practitioner  
The three portfolio entries will be submitted electronically using the online ePortfolio submission system.
You will receive scores on or before December 31, 2018.

52. Scoring
Scoring occurs each summer and component scores are released by the end of that year.
Board-certified teachers or teaching professionals score each certificate area; they are trained extensively.
Measurement experts rate National Board assessor reliability among the highest reported for such a complex performance assessment.
Teachers must attempt each of the four components within the first three years of their candidacy. Certification may take anywhere from one to five years, depending on the approach taken.
National Board will send instructions and other important information regarding your components to the preferred address in your account. Please keep your preferred address current in your account and add National Board to your safe senders list.  
Assessment
Component 1: Content Knowledge
The assessment is administered at computer-based testing centers across the United States during the Component 1: Content Knowledge testing window. You will receive an with instructions for scheduling your appointment.
Portfolio Entries
Component 2: Differentiation in Instruction
Component 3: Teaching Practice and Learning Environment
Component 4: Effective and Reflective Practitioner  
The three portfolio entries will be submitted electronically using the online ePortfolio submission system.
You will receive scores on or before December 31, 2018.

53. Component 1: Content Knowledge
Computer-based assessment measuring developmentally appropriate content knowledge and pedagogical practices in the chosen certificate area
Three constructed response items – 30 minutes to complete each
45 selected response items – the time allotted varies by certificate area, but will be no fewer than 60 minutes.
Detailed information to help prepare for the computer-based assessment

54. Component 2: Differentiation in Instruction
Highlights ability to evaluate learning strengths and needs for individual students; plan and implement appropriate instruction; and analyze and modify strategies and materials based on ongoing assessment.
Classroom-based portfolio entry:
Samples of student work that demonstrate the students’ growth over time
An accompanying written commentary that analyzes the candidate’s instructional choices.
Detailed information to help prepare for portfolio assessments

55. Component 3: Teaching Practice and Learning Environment
Highlights how candidates engage students and impact their learning
Classroom-based portfolio entry:
Video recordings of interactions between candidates and their students.
Two written commentaries, in which the candidate describes, analyzes and reflects on their teaching and interactions
Detailed information to help prepare for portfolio assessments

56. Component 4: Effective and Reflective Practitioner
Highlights understanding of assessments and assessment practices to plan for/positively impact student learning
Portfolio entry information gathered from many sources:
Demonstrating practices with a class of students
Evidence of collaboration with families, community, and colleagues
Candidate’s contributions to learning communities to advance student growth.
Detailed information to help prepare for portfolio assessments

57. FAQs

58. What supports are available to help defray costs?
Some states and districts provide financial support. See nbpts.org/in-your-state/ to find out more. Before you register, contact your state or local program administrator for additional information

59. How long does it take to become certified?
Can be completed in one year, but candidates have up to three years to take all four components.
Candidates have up to five years if they need to retake any of the four components.

60. How do I know I am picking the right certificate area?
Consider the content area and age group where you’ve felt you’ve demonstrated your most accomplished practices
Talk with NBCTs
Review online resources

61. Inspiration (Use as slideshow or section dividers)

62. It’s my fundamental belief:
All students can learn and meet high expectations.

63. By keeping a finger on the pulse of the class, accomplished teachers know when and how to respond to student needs based on their interests, abilities, and knowledge.

64. To understand my students’ hopes and aspirations, I must become attuned to their unique living situations and changing circumstances.

65. I encourage my students to question norms and assumptions
I encourage my students to question norms and assumptions. I want them to learn to think for themselves.

66. I strive to appreciate and understand my students’ aptitudes and intelligences, to help them make learning relevant.

67. Teachers must have conviction in the value and dignity of all human beings as well as the potential that exists within each child.

68. I introduce my students to the joys of discovery and inspire them to explore the natural world in which they live.

69. Accomplished teachers help their students navigate the relationship between technology and learning, empowering them to use digital tools in authentic ways.

70. Motivating students does not always mean that learning is fun;
learning can be difficult work.

71. Accomplished teachers expand old interests, spark new passions, and build bridges between what students know and what they are capable of learning.