Our guest author, Yewande Lewis-Fokum, is a lecturer at The West Indies University in Jamaica and is also involved in teacher training and professional development at both the elementary and high school levels
As a visiting scholar at the Center for Research on Expanding Educational Opportunity (CREEO) at UC Berkeley for the month of May 2024, I was privileged to engage in rich conversations about teacher development with Drs. Travis Bristol and Jacquelyn Ollison, leading advocates for equity and justice in classroom practice. I also had the time, space, and library resources to write, research, and offer insight on the National Board Certification support CREEO offers.
National Board Certification, is “the most respected professional certification available in education designed to develop, retain, and recognize accomplished teachers and to generate ongoing improvement in schools nationwide.” It is a voluntary system, managed by the National Board for Professional Teaching Standards, where teachers document attainment of “high and rigorous standards for what accomplished teachers should know and be able to do.”
My time at CREEO allowed me to recount my experience of attending the Harvard Graduate School of Education (HGSE) in 2001. As an Afro-Caribbean young woman at a prestigious university, I overcame feelings of imposter syndrome and inadequacy. Regardless of how we identify, I think we all at one point in our lives get that sinking feeling that we are not as capable as our credentials suggest. We might even have felt inadequate. I know I did. I came from a regional university from a small island developing state (SIDS) to a prestigious Ivy league international university. Would I be able to cope? Did my education from The University of the West Indies in Jamaica (BSc in Sociology with a minor in Public Administration followed by a Diploma in Education) prepare me well?
But an “Aha” moment in one of my courses calmed my fears and I realized I belonged at HGSE just like any other student. I felt confident in my ability to succeed. My education from a regional Caribbean university had prepared me well. I recognized the core concepts being taught. Yes! I was familiar with theorists like Durkheim and Weber, and while I had to work hard, I sourced all available academic and emotional support from my family, friends, and the program’s student resources and help centers. Hearing my Harvard lecturer discuss theorists I had studied at my Caribbean university reassured me that I was well-prepared for the challenge of completing my HGSE degree in the time allotted.
In a lot of ways, pursuing board certification can bring up feelings of inadequacy and imposter syndrome. Reflecting on my HGSE experience raises questions and ideas I believe are worthy of consideration for anyone involved in the support or pursuit of board certification.
At CREEO, as we discussed how best to support the development of educators aspiring to achieve a high standard of accomplished teaching and pursue National Board Certification (NBC) we recognized we must introduce topics, concepts, and practices vital to their professional development, certification attainment, and leadership. This gives educators the same opportunity to recognize those core concepts from their own practice, like my experience at HGSE. What follows are additional key considerations and reflective questions from this turning point in my teaching career that I believe will be helpful for any teacher considering NBC.
First, some advice for those privileged to support teachers pursuing National Board Certification. Ensure Support is In Alignment with Certification Materials: Align preparation materials with certification requirements to provide teachers with the background knowledge needed for success. Introduce Candidates to Significant Researchers and Concepts: Ensure teacher candidates are introduced to key education researchers and major concepts early on so they may have “Aha” moments during their certification journey.
For Those Pursuing National Board Certification:
Develop Your Professional Teaching Identity:
For example, consider language from the perspective of Gee (2011) and how it can be used to navigate different spaces and identities. Gee states that “Language allows us to be things. It allows us to take on different socially significant identities. We can speak as experts—as doctors, lawyers, anime aficionados, or carpenters” or as expert teachers. To take on any identity at a given time and place we have to ‘talk the talk,’ not just ‘walk the walk’ (p. 2). So, reflect on questions such as:
- What vocabulary, concepts, and authors/researchers do I need to know and use in my language and in my practice?
- What are the professional expectations of a successful teacher in the National Board of Teacher Certification program?
- What does teacher professionalism look like in different school contexts?
Commit to Lifelong Learning:
- Reflect on Your Practice: Videotape your teaching and reflect on student responses.
- Learn from Others: Observe other teachers inside and outside your school.
- Engage in Professional Development: Attend workshops, seminars, and programs like the National Board Resource Center (NBRC) at the UC Berkeley School of Education Candidate Support Program (CSP) and Bridge Program, and stay updated with teaching videos, blogs, and articles on effective pedagogy.
- Develop Soft Skills: Learn about communication, soft skills, and emotional intelligence. Two useful resources include:
Believe:
Finally, remember as you acquire background knowledge and language through programs like the CSP Program and Bridge Program, know that you belong in this elite teaching and learning space as you confidently pursue your National Board of Teacher Certification!
For more information, visit: CREEO and the National Board for Professional Teaching Standards.
Selected References
Gee, J.P. (2011). An introduction to discourse analysis: Theory and method (3rd ed.). Routledge.
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