“Completing the process for National Board Certification provided me with many opportunities to reflect upon why and how I was using a particular strategy, assignment, or assessment. I came to a more profound appreciation for being intentional and informed, specifically in terms of making instructional decisions. As classroom teachers, we often ask our students to "think about their thinking." The process I went through last year allowed me to do just that"
Van Onishi, English Teacher, Newport High School, Adolescent to Young Adult English Language Arts NBCT
“Going through the National Board process helped me to be very deliberate in my thinking when planning lessons. What do I know about my students based on the last work we did? Where do they need to go next? How will I meet all of their needs? Taking the time to really dig into HOW I guide students through lessons, and also looking carefully at student responses (particularly in the videos) has helped me to refine the ways that I interact with my students.”
Amy Stern, Teacher, Stevenson Elementary, Early to Middle Childhood Literacy NBCT
”Though quite an intensive yearlong endeavor, the National Board process provides an abundance of benefits. I’ve expanded my knowledge in so many ways: I have become a more insightful, sensitive, and disciplined individual; I have become more knowledgeable about literacy instruction and how it looks from one age/grade level to another; I have become more resourceful in using technology and personnel around me; I have become a better listener and teacher to the needs of students, colleagues, and parents; and I have become more involved in education and our communities and in doing so, more committed to lifelong learning."
Kathleen Bramzel, Teacher Stevenson Elementary, Early Middle Childhood Generalist NBCT
“The National Boards certification process has advanced my teaching practice by bringing increased intentionality into every aspect of my professional decision-making. The year I spent scrutinizing my instructional practice and roles in Bellevue as Leader, Learner, and Collaborator deepened my reflections on instructional approaches, relationships with parents, and endeavors with colleagues. As I plan lessons, I now automatically ask questions like: "Am I adequately differentiating my instruction to meet the needs of every student in my class?" As I reach out to families, I ask, "Is this approach fostering a partnership that will result in improved academic and social performance?" As I partner with colleagues, I ask, "Am I utilizing peer expertise as well as sharing my own knowledge to maximize support for students?"
The National Boards process has propelled me to set high performance standards for my students and for myself, while offering a framework through which to delineate objectives and achieve goals. I could not be more grateful for this opportunity to invigorate my practice and for the superlative support I received from Bellevue School District.”
Abby Levin, Teacher, Sherwood Forest, Early to Middle Childhood Literacy NBCT
“The NBCT process, maddening as it often was in its intensity and pace, infused in me a keen awareness of essential elements to include in my lessons, a better sense for spotting evidence of learning during lessons, and increased confidence in my ability to respond intuitively and interactively to whatever happens to come up during the course of my lessons. As a result I was able to turn more situations into teachable moments and exciting learning experiences for my students.”
Linda Myrick, Teacher, Clyde Hill Elementary, Early to Middle Childhood Literacy NBCT
“The National Board process pushed me to truly reflect upon my teaching practices in ways I hadn’t done before. It forced me to see EVERY student, and taught me to design learning experiences that could reach out to each one of them as the unique individual they are.”
Leslie Jaynes, Health and Physical Education Teacher, Odle, Early Adolescent through Young Adulthood Physical Education NBCT
“The National Board process made me become a more reflective teacher. I am more intentional about my planning each day and am constantly thinking of how everything I do impacts student learning. “
Kate Smith, Teacher, Ardmore Elementary, Middle Childhood Generalist NBCT
“Going through the National Board process improved my teaching practice by helping me focus on how I could individually challenge students at their own level while providing meaningful instruction to the class as a whole.”
Tracy Dulas, Physical Therapist, Varied Locations, Early Adolescent through Young Adulthood Physical Education NBCT
“I have noticed my teaching has changed in the following ways: I now know the importance of and make a real effort to invite the community into the school. I also feel like an ‘expert’ in my field because I have been recognized as such by an extremely high standard. It has given me confidence in my decision making and practices. I feel I have researched and implemented the latest research to apply to my teaching.”
Leslie Combs, Teacher, Medina, Middle Childhood Generalist NBCT
“The NBCT process improved and enriched my teaching in several ways. It has helped me focus in on and dissect student needs and then focus on finding ways to meet those needs. The reflective writing we had to do helped me hone in on the things I felt I was doing well with and forced me to expand my knowledge and try new things. This has really helped with some of my older students who have needed more direction in areas of organizational study skills. I have had to read up on the brain and how it works, I have had study skills groups meet with parents so we are all on the same page. That school-to-home communication piece improved for me, as I realized that parents need the information as well and often times are looking for guidance at home with how to help their student study more effectively. I feel I have really improved this aspect of my teaching and I know my parents have reached out and begun to ask more questions and for more feedback on what they can be doing at home. This open dialogue has helped facilitate at home and school a more improved study atmosphere! I have enjoyed learning more about it and implementing ideas in my class."
Megan Reimann, Special Education Teacher, International, Exceptional Needs NBCT
“The National Board process strengthened my teaching practice by helping me examine both what I do in the classroom with my daily lessons and what I do beyond that to engage parents in our classroom community. The National Board process especially helped me to work harder to keep communication open and two-way with parents which I had previously found difficult in my Title I school where over half the families do not speak English at home. Last year I held special nights for parents to come in and see their children present what they’d been working on. For example, we had a Science Night during which students read the invention stories they’d written and then parents rotated through a number of stations completing magnetism and electricity experiments. Their kids acted as teachers when they got stuck, which the kids and the parents both enjoyed and learned from. I found that inviting parents to such nights opened the door for our communication and my turn-out for parent-teacher conferences doubled (reaching 100%). I have already held our Science Night again this year and look forward to our upcoming Potlatch for Social Studies.”
Allison Fleischman, Ardmore Elementary, National Board certified as a Middle Childhood Generalist
“I am incredibly appreciative of the supportive environment that Bellevue School District and the Bellevue Schools Foundation provided me during the challenging National Board Application year. Not having to worry about paying the application fee and providing peer support enabled me to do my best. I valued the time working with amazing colleagues and reflecting on the everyday teaching choices I make.
Bellevue School District’s belief in quality teaching and dedication to providing the best learning for all students was why I decided to work here. Supporting teachers like me in completing the National Board process is evidence of this commitment to excellence.”
Tara Gray, Elementary Technology and Curriculum Coach, Cherry Crest & Puesta del Sol, Early Childhood Generalist NBCT
“National Board Certification particularly improved my small group work. The process and reflection really encouraged me to think deeply about my interactions and purposeful grouping of my students. I always did group work with my students, but now I am more systematic and thoughtful with the entire process. National Board Certification also created a reason for me to ask for feedback from my colleagues. We are used to getting feedback from our administrators, but rarely do we put our lessons and ideas out there for our colleagues to discuss and critique. To be successful on National Boards, I needed to talk to my colleagues about my entries and have them peer review my videos. I found the peer reviewing of my entries and the general discussion about lessons very beneficial and humbling. All in all, National Boards was a very rewarding process that I am deeply proud of.”
Liz Mizrahi, English and AVID Teacher, Interlake High School, Adolescent to Young Adult English Language Arts NBCT
“Going through the National Board process makes me feel more open to and more accountable to other teachers and others in the community. More open because I know that students learn better when the outside world is involved—it validates their efforts beyond just “my fourth period teacher wants me to do this.” Bringing them to outside events or assessments shows them that the skills they are acquiring aren’t just the whimsies of the person in front of the classroom, they are useful in the broader community. I also feel more accountable because having the title “National Board Certified Teacher” means that I am, in some ways, “more” than other teachers. Not necessarily more talented or hard-working; we all struggle mightily on a daily basis. Perhaps just more willing to risk the visibility that comes with this achievement. There’s an extra pressure; if you’re going to be an “NBCT” you better act like one (great lessons, great relationships with community, strong content knowledge), otherwise the title loses its meaning. After all the work we went through, I think we all want that title to keep its luster.”
Leigh Nelson, French and Social Studies Teacher, Bellevue High School, French NBCT
For me, the National Boards process was an intense time of reflection on how I teach, and it forced me to justify virtually everything I do as a teacher by thinking about how my work can support students and how I can maximize it to do that. I feel that the process has made me a better teacher because it caused me to think in a very detailed way about how I as a teacher support student learning not simply through formal in-class instruction, but mainly through my knowledge of my students, and what I need to do get them from where they are at with their knowledge and skills to where they need to be for future academic success.
Joseph Libolt, Teacher and Curriculum & Technology Coach, Interlake High School and Varied Locations, English as a New Language NBCT