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NBPTS | Shaping the profession that shapes America's future.

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Renewal Candidate Resources - NBPTS | Shaping the profession that shapes America's future.

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Renewal Resources and Forms The National Board provides a few resources that can guide you through the renewal process. We also provide some Frequently Asked Questions below. Renewal Guide to Board Certification Renewal at a Glance Renewal Calendar Profile of Professional Growth Professional Context Sheet Renewal Video Recording Date Attestation Form Renewal Classroom Layout Form ...

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National Board for Professional Teaching Standards

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The National Board for Professional Teaching Standards was founded in 1987 to 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; and

advocating related education reforms to integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Teachers.

This second edition of What Teachers Should Know and Be Able to Do articulates the National Board's Five Core Propositions for teaching. Similar to medicine's Hippocratic Oath, the Five Core Propositions are held in common by teachers of all grade levels and disciplines and underscore the accomplished teacher's commitment to advancing student learning and achievement. Together, the propositions form the basis of all National Board Standards, which describe how teachers enact the Propositions in particular content areas and with students of particular developmental levels, and serve as the foundation for Board certification. National Board Certification-created by teachers, for teachers-is the profession's mark of accomplished teaching.

The explication of the Five Core Propositions in this edition of What Teachers Should Know and Be Able to Do was updated in 2015 to reflect advances in the field in research, professional language, and practice. Remarkably, the Propositions themselves have stood the test of time. The stability of the Five Core Propositions is an indication of the teaching profession's ability to create and maintain a body of knowledge that guides practice. Stylistic revisions were made to the explication of each proposition to ensure the text resonates with modern ears, and updates to the content include a stronger emphasis on the roles that technology and language play in students' lives.

When What Teachers Should Know and Be Able to Do was first written in 1989, there were no National Board Certified Teachers. The Five Core Propositions established in that document anchored the development of peer-reviewed standards and assessments for Board certification in 25 certificate areas. As a testament to the strength of that visionary document, we can now say that over 700 Board-certified teachers contributed to the updated explication of the Five Core Propositions. They participated in the comment period, providing practice-based evaluations of the extent to which the descriptions of the Propositions have stood the test of time; they served on National Board's staff, Certification Council, and Board of Directors, shepherding the revision process; and they made up the entirety of the committee that oversaw the revisions, basing their decisions on the comment period findings, research, and their considerable experience with students.

A distinguishing hallmark of a profession is that those who are in it determine what its members must know and do. For this reason, how these revisions took place is as important as the revisions themselves. As is the case with all National Board Standards, the updated Five Core Propositions were written by teachers, for teachers. The Five Core Propositions-in content and in authorship- are a statement of what our profession stands for.

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Introduction - National Board for Professional Teaching Standards

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The National Board for Professional Teaching Standards was founded in 1987 to 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; and advocating related education reforms to integrate National ...

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Candidate Support

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A NBCT mentor, access to our online candidate support course, WCTP 601, that includes a step-by-step module for Saturday mini-conference. Why join us? What can we offer you?
each component and coming fall 2019, an instructional video library, monthly online Zoom meetings, face-2-face
Why not join us? or online mentoring - earn CEUs for both, a closed Facebook group, communication through Remind, suggested timelines and assignments, and participation in our Spring Super

Prior to registering with the WCTP, you must first register with the National Board

Every year that you participate in the National Board process, you must reregister with the National Board (and the WCTP) and pay the annual $75 National Board registration fee. (The Guide to National Board Certification, p.5)

Due to funding changes at the state level, the World Class Teaching Program has been prompted to add WCTP Participation Terms. Please, read through the following information that is provided to help you successfully navigate your registration.

Step 1, 2, and 3 must be completed during your National Board registration. If you have already completed your registration, don't worry, you can log back into your National Board account and update your registration.

Step 1. Third Party Release
In the National Board registration process, step 4, you will see this screen. Notice Third Party is already marked as the default.

If you unmarked the default, did not release to Third Party, and need to update your account, you may find the instructions on how to do so here: (Click) Update Account to Release to Third Party

Step 2. Pay your $75 National Board annual registration fee (step 7 of the above registration process.)
Step 3. Make a 'Good Faith" Down Payment, any amount you choose! For additional information, please, visit these links: (Click) Pay as You Go & Good Faith Down Payment

Step 4, 5, and 6 are specific to the World Class Teaching Program's application.

Agree that you will only participate in one World Class Teaching Program.
Step 5. If applicable, pay the $100 Nonrefundable Annual Enrollment Fee. The link to pay will populate the application once you enter your county. (Applicants from the following counties will receive a University of Mississippi Candidate Support Scholarship that will cover the enrollment fee. These counties were identified by the MS Legislature in an effort to increase teacher retention and strengthen Mississippi schools: Adams, Amite, Bolivar, Claiborne, Coahoma, Holmes, Issaquena, Jefferson, Leflore, Quitman, Sharkey, Sunflower, Tallahatchie, Washington, Wilkinson, and Yazoo. These counties receive $10,000 annual stipend once certification are achieved. All other counties receive a $6,000 stipend upon certification.)
Step 5. Complete the application below.
The WCTP will check the National Board database to confirm the Participation Terms have been completed prior to providing candidate support. Please, do NOT submit your application until you have completed all the terms.
Please, complete the application below.

Fill out my online form.

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A NBCT mentor, access to our online candidate support course, WCTP 601, that includes a step-by-step module for Saturday mini-conference. Why join us? What can we offer you? each component and coming fall 2019, an instructional video library, monthly online Zoom meetings, face-2-face Why not join us?

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Online candidates are those who either cannot attend face-to-face mentoring due to distance or simply prefer the convenience of online.

WCTP 601 - Is the curriculum for online candidates.

Online Candidate Protocol

WCTP 601 is used as the curriculum for online candidates. The course is setup to include identified assignments and to provide specific feedback from mentors. Changing the format of the course would result in a reduction in quality of the candidate support offered by the WCTP; for that reason. Participates will be expected to follow the format of the course.

Login to WCTP 601

Watch the Online Candidate Video

Follow the instructions of the Online Candidate Video: Print out the Survival Guide and the WCTP 601 At-a-Glance Document

Submit the process timeline to your mentor

Follow the suggested component timeline if you need to make modifications to dates (not assignments), let your mentor know.

Complete the Component 1 module. Email your mentor ANY questions.

Complete desired other Component modules

Submit assignments as they are out lined in the component including any work samples that are noted. (Mentor will NOT provide feedback otherwise.)

Email mentor at any time

Mentors

Provide feedback using the created online feedback forms that align with the submitted assignments

WCTP 601, the Course
The Blackboard course is self-paced, but candidates must follow the course structure in order for their experience to be meaningful and candidate support to be of high quality. Each module works the candidate through the specified component. The module includes examples of all forms, written commentary, explanations, and supplemental material to aid the candidate in making decisions, choices, and building their pedagogical background prior to completing the assignments. Candidates will first be prompted to submit a timeline to their electronic mentor. Candidates and mentors will keep in close contact regularly through email. Assignments are outlined in each component for the candidates to complete. It is essential that assignments be completed in the order they are assigned. The component is completed and submitted to the mentor in "chunks" to allow for feedback as the candidate progresses through the component. Mentors will complete specific feedback forms on each assignment completed.

Candidates working on their own, completing the whole component and emailing it to a mentor for feedback without using WCTP 601 as it is outlined is NOT online mentoring and will not provide positive certification results for the candidate. Because of the WCTP's desire to provide high quality candidate support, mentors will only provide feedback to assignments that are completed as outlined in the course.

The University of Mississippi's World Class Teaching Program certified 59% of the state's candidates in 2017. Our certification rate is over 70% while the national rate is around 45%. We are here to help YOU on YOUR certification journey!

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Online candidates are those who either cannot attend face-to-face mentoring due to distance or simply prefer the convenience of online. WCTP 601 - Is the curriculum for online candidates. Online Candidate Protocol WCTP 601 is used as the curriculum for online candidates. The course is setup to include identified assignments and to provide specific feedback from mentors.

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Face-to-Face mentoring is offered at Southaven, Oxford, Tupelo, Madison (Madison County teachers only), and Grenada for most certificate areas. Mentoring meets twice a month, alternate weeks, for two hours. Mentoring groups range in size from three to eight candidates and provide an opportunity to discuss and collaborate.

Face-to-Face candidates have access to WCTP 601, our self-paced, step-by-step candidate support Blackboard course. It is used as a supplemental resource; however, all our candidates, including Face-to-Face candidates complete the Component 1 module to prepare for the assessment center. It is the mentor's choice as to how they choose to incorporate WCTP 601.

Once a candidate's WCTP application has been verified, we email the candidate their login for WCTP 601 and place them in a mentoring group. CEUs can be earned by attending mentoring AND using WCTP 601.

All of our mentors are certified National Board teachers. Candidates are placed with a mentor that certified in their specific certificate area. We have an online mentoring group for miscellaneous certificates if a mentor is not available. In Grenada, mentoring is just being established so there is one NBCT at that location that mentors for all certificate areas.

Face-to-Face Mentoring follows the below schedule of meetings.
Fall
September - 2 meetings (we always start the second week)
October - 2 meetings
November - 2 meetings
Spring
January - 1 meeting
February - 2 meetings
March - 2 meetings
April - 2 meetings
May - 1 meeting (electronic submission is covered)

Candidates will join mentoring groups until National Board registration is closed, February 28.
Candidate Protocol for Face-to-Face Candidates Before You Attend Mentoring

Register every year that you participate in the National Board process with the National Board and WCTP prior to August.

Complete and agree to the WCTP Participation Terms. The WCTP will check the National Board database to confirms terms have been met prior to providing candidate support.

Complete the NB Process Timeline. This can be found in WCTP 601, Preparing for National Boards.

Print out the Summer/Fall & Winter/Spring timelines and read over. These can be found in WCTP 601.

Print out and read the following documents: Guide to National Board Certification, Your Standards, Components, General Portfolio Instructions, and the Scoring Guide. (See Candidate's Toolbox at wctp.olemiss.edu).

Login to WCTP 601 and watch the ten-minute introduction video for WCTP 601 Face-to-Face Candidates. Face-to-Face candidates use the supplemental course differently than online candidates.

Mentoring Protocol for Meetings

Attend all the meetings you can. If you cannot attend, be thoughtful and email your mentor. If a meeting is cancelled due to lack of participation, the meeting will not be rescheduled.

Ask your mentor how they want you to provide materials for them to read, electronically or in a hard copy. This IS the mentor's choice.

All materials submitted to mentors must be submitted as a WORD file unless otherwise specified by the mentor. (You can use the "Save as" feature if you use an alternate program.)

At the first meeting, provide your mentor with a copy of your National Board Process timeline.

Discuss what you are planning to teach/video before you teach or video with your mentor.

Follow the suggested Component Guidelines for Summer/Fall and Winter/Spring to stay on track for completing the component(s).

The mentors will provide reading deadlines for holidays and final submission. Be prepared for this and respect their deadlines.

Do not procrastinate. Mentors serve numerous candidates and will have limited time per candidate as the deadline for submission approaches.

Email your mentor any questions. Come to mentoring with questions.

WCTP 601

Watch the Introduction video for Face-to-Face candidates print out the WCTP 601 at a Glance

Complete the Component 1 module, content knowledge. This is the WCTP's way of preparing candidates for the assessment. Start this module in the fall regardless of when you are planning to test. Candidates should study through out the process for the assessment.

Make sure you understand how to reset your WCTP password.

Peruse the other components. Every resource the WCTP has in its possession is embedded in the components. The modules lead you through the completion of the components.

Some mentors may choose to use WCTP 601 as a mentoring tool. Candidates do not have to complete the component assignments unless instructed by their mentor to do so.

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Face-to-Face mentoring is offered at Southaven, Oxford, Tupelo, Madison (Madison County teachers only), and Grenada for most certificate areas. Mentoring meets twice a month, alternate weeks, for two hours. Mentoring groups range in size from three to eight candidates and provide an opportunity to discuss and collaborate.

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Candidate Support Course

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WCTP 601 is a step-by-step CANDIDATE SUPPORT COURSE. The course includes modules for each component, embedded professional development, videos, Powerpoints, assignments, suggested deadlines (for those of you that need it!) a new Zoom Video Library, and so much more.

The World Class Teaching Program at the University of Mississippi is excited to offer Mississippi teachers a true online candidate support program complete with monthly Face-to-Face Zoom meetings. We have been at this for awhile and worked hard to produce a high quality program.

Yes, we have had online candidates score as high as 4.0 on components.
How does it work? All our candidates are provided a mentor that is an NBCT and placed in our WCTP 601 Candidate Support Course. The course is used to supplement the candidate throughout their certification journey.

What is WCTP 601? WCTP 601 is a Blackboard Course. ALL our candidates online and face-to-face have access to this valuable resource but utilize it in different ways. All our candidates complete the Component 1, Assessment Center module. Many of our mentors use WCTP 601 to guide their instruction.

Plus an NBCT Mentor! What does WCTP 601 include?

As soon as a candidate successfully completes registration with the National Board and us ( How will I know how to use this course effectively?
WCTP Application), they receive their login for the course. They actually have access to a course before they are assigned a mentor. Once candidates login, they watch the video that corresponds with their candidate status (Face-to-Face, Online, or Advanced). A brief video explains how to use and navigate the course. There is also WCTP 601 At-a-Glance (Table of Contents) and a Candidate Survival Guide for our candidates to download.

What does the course look like? See our gallery below.

How long is my subscription to WCTP 601? The World Class Teaching Program follows the same precedent at the National Board. We require candidates to reregister with us for each new certification cycle. Certification cycles run from May (registration opens) to June (assessment window for component 1 closes). We do keep teachers in WCTP 601 through the summer, but WCTP 601 access ends August 1st unless the teacher has already reregistered again with the National Board and the WCTP. Access to WCTP 601 renews when the candidates completes registration.

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WCTP 601 is a step-by-step CANDIDATE SUPPORT COURSE. The course includes modules for each component, embedded professional development, videos, Powerpoints, assignments, suggested deadlines (for those of you that need it!) a new Zoom Video Library, and so much more.

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Certification & Managing and Monitoring the Learning Environment

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Certification & Managing and Monitoring the Learning Environment

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Certification & Managing and Monitoring the Learning Environment

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PPT Presentation

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Register for National Boards

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National Board Candidate Management System

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We are here to help you with your certification journey and answer any questions that you have. To get started, follow the steps below.
I. Learn about the National Board Process
Virtual National Board Interest Meeting (Click)
Watch our video and quickly learn the basics about the process and our candidate support. The video and the Powerpoint are exactly the same. You're welcome to download the PowerPoint and take your time walking through the information.

National Board Certification: What is it?
Guide to National Board Certification
Certificate Areas
Choosing the Right Certificate Area
Component 1 at a Glance (Compare Certificate Assessments)

You can complete the process in 1, 2, or 3 years. It's your choice.

You do not have to do the components in order of 1, 2, 3, 4. You choose. It's your choice.

If you start in the fall, you can complete the whole process in a year.

If you start in January, you have plenty of time to complete 1 or 2 components.

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We are here to help you with your certification journey and answer any questions that you have. To get started, follow the steps below. I. Learn about the National Board Process Virtual National Board Interest Meeting (Click) Watch our video and quickly learn the basics about the process and our candidate support.

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Scroll down to the bottom of the page

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Standards and Instructions for First-time and Returning Candidates

As you prepare to start your National Board Certification process here are important documents for you to download: the General Portfolio Instructions and your selected certificate-specific instructions. The General Portfolio Instructions will provide you with key requirements, policies, and guidelines. This is an important document that includes relevant information that is not included in the certificate-specific instructions. For certificate-specific instructions and standards for new and returning candidates, please carefully select your discipline and/or development age level below.

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First-Time and Returning Candidate Resources - NBPTS

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First-Time and Returning Candidate Resources The National Board made changes to provide flexibility for successfully completing your portfolio submissions, Renewal or Maintenance of Certification during the COVID-19 pandemic. Learn more on our Pursuing National Board Certification during COVID-19 page. Create a National Board account to learn the latest National Board candidate news.

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Different Types of Instructional Strategies 

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Different Types of Instructional Strategies 

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by TeachThought Staff

You want to teach with what's been proven to work. That makes sense.

In the 'data era' of education that's mean research-based instructional strategies to drive data-based teaching, and while there's a lot to consider here we'd love to explore more deeply, for now we're just going to take a look at the instructional strategies themselves.

A post is not the best way to share this kind of information, honestly. A video for each one might be better, so maybe a YouTube channel? Or a book, as Hattie and Marzano and others have done. Professional development may also work-take 12 strategies or so and work with teachers to integrate them into different kinds of lessons may be useful. (See Hattie's Index Of Effect Sizes.)

But upside to sharing this information as a post is that it can act a starting point to research the above, which is why we've tried to include links, related content, and suggested reading for many of the strategies, and are trying to add citations for all of them that reference the original study that demonstrated that strategy's effectiveness. (This is an ongoing process.)

How should you use a list like this? In 6 Questions Hattie Didn't Ask, Terry Heick wondered the same.

"In lieu of any problems, this much data has to be useful. Right? Maybe. But it might be that so much effort is required to localize and recalibrate it a specific context, that's it's just not-especially when it keeps schools and districts from becoming 'researchers' on their own terms, leaning instead on Hattie's list. Imagine 'PDs' where this book has been tossed down in the middle of every table in the library and teachers are told to 'come up with lessons' that use those strategies that appear in the 'top 10.' Then, on walk-throughs for the next month, teachers are constantly asked about 'reciprocal teaching' (.74 ES after all). If you consider the analogy of a restaurant, Hattie's book is like a big book of cooking practices that have been shown to be effective within certain contexts: Use of Microwave (.11 ES) Chefs Academic Training (.23 ES), Use of Fresh Ingredients (.98). The problem is, without the macro-picture of instructional design, they are simply contextual-less, singular items."

In short, these instructional strategies have been demonstrated to, in at least one study, be 'effective.' As implied above, it's not that simple-and it doesn't mean it will work well in your next lesson. But as a place to begin taking a closer look at what seems to work-and more importantly how and why it works-feel free to begin your exploring with the list below.

32 Research-Based Instructional Strategies For Teachers

1. Setting Objectives

2. Reinforcing Effort/Providing Recognition

3. Cooperative Learning

4. Cues, Questions & Advance Organizers

5. Nonlinguistic Representations (see Teaching With Analogies)

6. Summarizing & Note Taking

7. Identifying Similarities and Differences

8. Generating & Testing Hypotheses

9. Instructional Planning Using the Nine Categories of Strategies

10. Rewards based on a specific performance standard (Wiersma 1992)

11. Homework for later grades (Ross 1998) with minimal parental involvement (Balli 1998) with a clear purpose (Foyle 1985)

12. Direct Instruction

13. Scaffolding Instruction

14. Provide opportunities for student practice

15. Individualized Instruction

16. Inquiry-Based Teaching (see 20 Questions To Guide Inquiry-Based Learning)

See also The 40 Best Classroom Management Apps & Tools

17. Concept Mapping

18. Reciprocal Teaching

19. Promoting student metacognition (see 5o Questions That Promote Metacognition In Students)

20. Developing high expectations for each student

21. Providing clear and effective learning feedback (see 13 Concrete Examples Of Effective Learning Feedback)

22. Teacher clarity (learning goals, expectations, content delivery, assessment results, etc.)

23. Setting goals or objectives (Lipset & Wilson 1993)

24. Consistent, 'low-threat' assessment (Bangert-Drowns, Kulik, & Kulik 1991; Fuchs & Fuchs 1986)

25. Higher-level questioning (Redfield & Rousseau 1981) (see Questions Stems For Higher Level Discussion)

26. Learning feedback that is detailed and specific (Hattie & Temperly 2007)

27. The Directed Reading-Thinking Activity (Stauffer 1969)

28. Question-Answer Relationship (QAR) (Raphael 1982)

29. KWL Chart (Ogle 1986)

30. Comparison Matrix (Marzano 2001)

31. Anticipation Guides (Buehl 2001)

32. Response Notebooks (Readence, Moore, Rickelman, 2002)

Sources: Marzano Research; Visible Learning; http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/section7.pdf ; 32 Research-Based Instructional Strategies

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by TeachThought Staff You want to teach with what's been proven to work. That makes sense. In the 'data era' of education that's mean research-based instructional strategies to drive data-based teaching, and while there's a lot to consider here we'd love to explore more deeply, for now we're just going to take a look at the instructional strategies themselves.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.