Dear potential national board candidates,

​(Insert slow clap here).

As mentioned, I worked through my National Board certification this year. Coming out the other end, I cannot express the admiration I have for anyone who has attempted the certification. It is arduous, consuming, and at times, seemingly impossible.

Once I had time to actually talk to my co-workers again, many began asking if I thought it was worth the extensive work. With a few days to let the dust settle, I have come to the following conclusions about the process:

• You have to be prepared for the magnitude of the task going in. Even with a student teacher this fall, I was working right up until the end. My cohort members – who did not have that advantage – were in panic mode, submitting things at the last minute. In other words, it is a process that you need to plan for. Choose a year where you have the additional support of practicum students or a student teacher, where you do not have any new preps, and where you are best situated to take on the challenge.
• Being practiced in writing. My own experience with the written materials was time consuming, but generally, manageable. However, I recognize this being the result of teaching a writing focused class. My extra practice with writing (modelling for kids, reading student work, etc.) was very helpful whereas one of my colleagues struggled with the composition piece. Her conclusion was that this process would have been easier closer to her Masters program, when she was still in practice with pedagogical jargon and composition.
• Don’t go it alone. Statistically, completing the process in a cohort increases passing rates significantly. My own experience absolutely confirms this. Not only did I have my cohort – two other (incredible) English teachers – but I also had our instructional coach, who is National Board certified himself. Having another set of eyes to read for the gaps in my writing, videotape my lessons with the insight of what I needed to show, and commiserate with was invaluable. It was a lot of late nights and long Saturdays, but even just having them in the room to bounce questions or ideas off of made this process possible.

All that said, I am certain it’s made me a better teacher. I am more aware of my own weaknesses, focused on consistent self-assessment, and data driven.

But is it worth the work? Would I recommend it?

Yes (with limitations). There are two huge questions one must consider: 1) Are you doing it to be better or for money? and 2) Do you have the right circumstances?
The first question is not meant to be condescending in any way. Rather, it is not a process worth any financial incentive your school offers. My own school will increase my salary by about $3000 dollars (which is incredibly generous) but that is not what pushed me throughout. It was more defined by a personal challenge I placed on myself. Were I just interested in the increase to my salary, I don’t think I would have had the necessary gumption to finish.
The second question is possible the more important. Consider the school year you are about to have before making the decision to register. As mentioned, new preps, challenging course loads, and other responsibilities will make an already difficult process nearly impossible. One cohort member – our department chair – struggled to manage the added responsibilities of leading the department, and the other member of my cohort was managing a new, demanding prep that kept her from staying focused on this process. Having no new preps, no new responsibilities, and no personal conflicts, I managed to find time to regularly work on my materials.
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So given the circumstances I started the year with, I am happy I did it. For those considering the same, I wish you luck. I am also more than happy to provide any help I can… as long as I even pass myself!

Sincerely, (A Very tired) cwik