Borrowing a classroom for the NBPTS MOC process - are you thinking…
Do I need to borrow a classroom for my NB MOC?
To complete the components for either the initial NBPTS certification process or the NBPTS MOC process, you must teach students within the age band dictated by that certificate area’s directions. In addition, many certificate areas that are content specific require you to also teach lessons only in that content area.
Many times teachers have changed subject areas or grade levels during the period of time between NBPTS initial certification and NBPTS MOC renewal. This change requires them to find a classroom that follows the must haves for their initial certification area.
So, if you have found yourself in this situation know that borrowing a...
So for many teachers starting the MOC renewal process for NBPTS is a daunting tasks. PTSD from initial certification is still not that far gone, and the idea of having to start again is exasperating; especially given the circumstances with teacher workload and mandates being at an all time high.
From my teacher coaching program for NBPTS, I have developed six of the top tips for National Board Teacher Certification for Maintenance of Certification (MOC). I hope these six tips for NB MOC will help guide you as you begin the process of renewing your National Board certification! So let the top tips begin:
Actual Questions from the Maintenance of Certification (MOC) Process
Respond to the following prompts for each of your PGEs.
Provide a context of the professional situation that indicates what relevant need(s) of students, the professional community, parents/guardians, and/or yourself you are addressing with your PGE.
Identify your PGE (e.g., provide a title), describe your PGE, and explain how your PGE demonstrates a response to the identified need(s).
In the context of your PGE, explain how you have acquired and deepened your certificate area–specific content knowledge and/or your pedagogical knowledge and skills to remain current, including use of research and/or use of other professional activities.
Analyze ways in which your PGE and related activities positively impacted student learning whether directly or indirectly.
Reflect on the PGE presented, including the steps, milestones, or goals you accomplished through this...
First, standards - refers to the universal model or approved content and/or pedagogy that should be followed to meet the underwritten standard for an organization. Think about the National Board for Professional Teaching Standards. They are the guiding principles that NBCTs follow to achieve and maintain excellence in the classroom. Your state has adopted standards that outline the specific information students must know and be able to do across each grade level to be able to perform proficiently on the End of Year assessment tool. Standards are typically seen as overarching when compared to goals, targets or objectives when being used in the classroom.
Second, goals - refers to the specific information you want your students to know and be able to do within the scope of a lesson or unit of study/project. Goals are measurable and use verbs found on the Bloom’s Taxonomy scale. Sometimes they are called learning targets or objectives. They...
The broader context in teaching refers simply to the bigger idea or overarching understanding that you have used within your planning of this lesson. The broader context, by definition is generally so large that it combines many goals over a long period of time for students to begin to internalize it.
But what can the broader context mean in your lesson plan template?
Think about it as your big idea (the umbrella) of everything under it (goals - seen as raindrops in the image below) and together planning from a broader perspective into a more narrow, measurable focus students will result in large puddles of learning (see the graphic below) for the students in your classroom.
For the sake of the NBPTS Maintenance of Certification process, you aren’t expected to prove that students meet the broader context for learning in examples. Instead, the assessor is looking for evidence that you are able to plan...
Component 1 of the National Board for Professional Teaching Standards (NBPTS) Maintenance of Certification process asks what seems like a simple question.
This component instructs you to write about the ways you have acquired and deepened content and pedagogical knowledge in your NBPTS certificate area (rubric bullet #2) during the renewal period.
Oftentimes, terms like pedagogy vs. content confuse teachers. However, there is a very clear difference (and link) between the two. Let's unpack them in this blog.
Question #3 in Component 1 of the Maintenance of Certification Process asks: In the context of your PGE, explain how you have acquired and deepened your certificate area-specific content knowledge and/or your pedagogical knowledge and skills to remain current, including use of research and/or use of other professional activities.
Understanding the difference between content and pedagogy is vital for providing a complete and accurate...
Many teachers find the evidence portion of the Maintenance of Certification process to be highly stressful, either because they feel they don't have enough evidence or that the NBPTS is too restrictive in their four page limit.
As a former renewal assessor, I’m here to tell you not to worry about either side and to try to think about how you can build evidence into your written commentary. Creating a written commentary full of examples, stories, or pointed evidence is an easy way to earn those brownie points on the rubric without major anxiety over cramming or collaging (which is not advised) onto the four samples of product (SOP) pages. In addition, you don’t want to present samples of products that may reduce the value of your milestone worthy PGEs.
Checkout my YouTube Channel that has a video on Evidence: CLICK HERE
The MOC guide for the National Board of Professional Teaching Standards states - “Your samples of products should exemplify...
Promoting equity and diversity in the classroom need not be a challenge and is something all children deserve.
Well folks… we are entering into a new era! It’s Maintenance of Certification time at the National Board for Professional Teaching Standards and this means only one thing – many of you are probably nervous about the changes and wondering what may be in store for you through this new process.
For me, these changes are exciting! After more than 20 years working with candidates (and the last ten years focusing exclusively on renewal candidates), I know how empowering the renewal process (and now Maintenance of Certification) is for a teacher’s professional development. Oh, the things you learn about yourself and the new impacts you will make on student learning are amazing!
So, to help you on this journey I thought the best place to start would be to compare the old versus the new. As you all know, the rubric is your road map to success in the MOC process. You meet the bullets... you maintain certification! You do not meet the...
To many of my readers, the idea of a parking lot is not a new strategy. I’m sharing this idea with you as a professional organizational tool more than a classroom pedagogical tool for the sake of this blog entry.
There is so much information that must flow from your brain to paper to complete the MOC Renewal portfolio for the National Board Certification for Teachers (NBCT). This visual will be an asset for you to “park” your thoughts, ideas, and reflect daily. It covers all the areas that most candidates feel overwhelmed in throughout the National Board Certification process. Let’s unpack this document to see how it could help you.