Written By: Jennifer Brown, NBCT – Corpus Christi, Texas
As I talk to teachers in my district and around the area about the NBCT program, they tell me they won’t stay in the classroom but plan to move into administration. I tell them, “That’s perfect! That is another great reason to become an NBCT. Let me share why.”
Like many educators, my NBCT journey has not been linear. I became an early childhood generalist when I was teaching kindergarten. Through the NBCT process, I learned that each decision reverberated in my student’s learning. Over the years, I honed my skills, keeping the NBCT 5 Core Propositions at the forefront, becoming more proficient and intentional in my teaching, and my students benefited. However, I wanted to impact more than just the students in my class. I felt a calling to guide the greater education community. As teachers often do, I stepped into administration as an assistant principal and then an instructional coach. In each of these roles, I have found my NBCT foundation to be integral to my success, and once again, I have grounded myself in the NBCT 5 Core Propositions.
Even as a part of the administration team at my campus, I remain faithful to the core propositions. Throughout the year, it is imperative that I model commitment to the learning of our students. I lead my staff in conversations about instructional inequalities in our population’s learning gaps and how to meet those differences. I guide teachers in recognizing the differences in their students and design professional development sessions to adjust their lessons to meet those needs. As a campus, we have expanded the NBCT Proposition 1 into a campus mantra. I encourage every staff member to get to know our students. Making connections and becoming role models for all of our students is an excellent way to build community and show our commitment to the success of all students.
I can introduce my staff to NBCT propositions 2, 3, and 4 through our campus assessment cycle. With the changing needs of our students and students in general, teachers need to remain up-to-date on instructional strategies that will engage today’s learners. I am constantly looking for research-based approaches and accommodations to share with all my staff and use across content and grade levels. I create Interactive learning and role-play situations for my staff to practice before they take this new knowledge to their students. As an instructional leader, I am intentional in data digs and, through progress monitoring, give my teachers opportunities to improve their students’ learning processes. Through these professional learning communities, we can make a more significant impact. The assessment cycle reflects a review of data to understand where students are and what they need to succeed on the next assignment, preparing engaging lessons that tap into my teachers’ strategies and content knowledge, and practicing in a safe space with colleagues. Through these purposefully planned steps, teachers at my campus receive hands-on practice with the best practices of NBCT Core Propositions 2, 3, and 4.
So, when I talk with teachers about becoming National Board Certificated, I remind them that NBCT goes far beyond the classroom. The NBCT learning will impact their teaching and future professional goals they may have.
