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Requirements for Exceptions and Portfolio Submission during COVID-19

This page provides a summary of exceptions and portfolio submission requirements for candidates pursuing certification, Renewal, or Maintenance of Certification in 2019-20, 2020-21, and 2021-22. Requirements for Exceptions and Portfolio Submission during COVID-19 The National Board is committed to ensuring you have flexibility for successfully completing and submitting portfolio components during a time when COVID-19 has far-reaching impacts on professional and personal lives. A complete list will be maintained here of all approved extensions, exceptions specific to COVID-19, and allowances we will make for all candidates going forward. As always, each candidate will make individual choices about how to collect…

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Initial Certification Components

Component 1: Content Knowledge As a candidate, you take this computer based assessment in the spring of the year you purchase Component 1. We will update this section with more information early in 2021. If you have questions about scheduling an appointment to take Component 1: Content Knowledge, please go to the Pearson VUE customer support page at: https://home.pearsonvue.com/nbpts/contact or call 888-288-3028. You may also find answers to COVID-19 FAQs: https://home.pearsonvue.com/Test-takers/Resources.aspx?ot=collapse156 Component 2: Differentiation in Instruction Evidence Collected Online – Clarification Some candidates have asked whether they can use evidence collected online for their student work samples, summative assessment materials…

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Four Questions Teacher Leaders Must Ask Themselves
Ray Salazar, NBCTAugust 24, 2017

Last year Teach to Lead invited me to give the keynote speech at the summit on inclusion, equity, and opportunity.  A partnership between, National Board, ASCD, and the U.S. Department of Education, Teach to Lead hosts Teacher Leadership Summits to help spotlight and advance the groundbreaking, teacher-led work that is happening in states, districts, and schools across the country. The teams from numerous parts of this country reminded me—as I’ve been reminded every year since I started teaching twenty-one years ago—that there is one universal truth that must always guide us: there are no simple solutions.  But there are solutions.  And…

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COVID, Community, and Connections
Erin Medeiros, NBCTFebruary 9, 2021

Twenty rectangles appear. First Kylee, in double French braids and her lashes. Then Tapa, outside working on a lei for his project. Eden is by her bed, and Gardenia sits with her back against the white wall. Lili chats that she just got up and that Lei is with her. Lele sits with the toddlers on the recliner. Sela is at a desk looking like a boss.  These are just a few of today’s mix of our 9-12th grade students. It is the end of January. We are approaching a year since we replaced the hum of our traditional classrooms…

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Building Awareness

Building Awareness for Board Certification When you see a great teacher, reach out and let them know why they should consider becoming Board certified. To help you engage and encourage these educators, we have developed resources for your use. Download them, print them, and share them. Board-certified teachers and others who support this work are in a position to help elevate our profession and bring Board certification to scale. We need your support and the time is now! Peggy Brookins, NBCT, President & CEO of National Board for Professional Teaching Standards .PPT TEMPLATES PR/EMAIL TEMPLATES CANDIDATE TAG CARDS SOCIAL MEDIA GRAPHICS SOCIAL MEDIA…

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At Least They Didn’t Fire Me: Reflections on Work and Learning
David B. Cohen, NBCTJanuary 2, 2019

My earliest experiences in the workplace occurred back in high school, and each setting provided some memorable failures. As a volunteer in our local hospital, I made mistakes like goofing off in a wheelchair trying to improve my speed going up and down an isolated basement corridor. A more unsettling mistake was my clumsy and protracted effort to tell an elderly, agitated, blind patient why I was delivering a newspaper to her room. My first paid work was doing some filing in my dad’s medical office. I developed a crush on the office accountant and when work was slow I…

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Board Members

The National Board is governed by a 29-member board of directors, the majority of whom are National Board Certified Teachers and teaching professionals. The other directors include a former state commissioner of education, school board leaders, higher education officials, union leaders, and community leaders.

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Privacy Policy

NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS PRIVACY POLICY This Privacy Policy was last updated on June 17, 2014. The National Board for Professional Teaching Standards, its affiliates and subsidiaries (collectively “we,” “our,”  “us,” or “the National Board”) recognizes that its Users, and others who use www.nbpts.org, www.nbctlink.org, or other Web sites owned or operated by National Board (collectively or individually “Users”) value their privacy. The National Board created this Privacy Policy in order to demonstrate our commitment to fair information practices and the protection of privacy. This Privacy Policy details important information regarding the use and disclosure of Users information…

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Five Insights from Running a School Newspaper
Ray Salazar, NBCTJanuary 30, 2018

School newspapers can be daunting, frightening ideas for teachers and administrators. Adults fear irresponsible reporting that proves to be gossip about the school, a staff member, or student. Or there’s the fear that some piece of news in the school paper will catch the attention of the mainstream news media and vans of reporters and cameras will bombard the school. Or there’s a fear that the poor quality of writing will embarrass the school. With the decrease in newspaper readership across the country and limited budgets, it’s easy for schools to decide against continuing to publish a school paper. But…

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Making Instructional Shifts with Video Cases
Mark Ellis, NBCTApril 29, 2016

We’ve all been there. In the current education environment, we’ve all faced the challenge of figuring out how to translate instructional shifts from theory to practice. Is this even feasible in a real classroom? How will that work with my students? Variations of these questions are coming up frequently, I suspect, for educators all over the country right now. At least they are in my world, as they represent common concerns voiced by my colleagues and peers as we determine the best ways to support deeper learning that’s reflective of changing state standards. They are valid concerns as well, coming…

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