SCET Journal 2020

Reflecting on

Teaching

Reflections on Initial Certification Once the clamor settled down, I was able to reflect on what I learned through the first NB Certification process. I learned to be proactive and strategic in my approach to such a huge undertaking. I found that looking at the big picture was terrifying, especially given my personal cir- cumstances. Knowing I would be on maternity leave from mid-January to late March, I had to collect all my artifacts up front. That meant being very decisive about what I would collect, from whom, and ensuring I had lots of extra materials in case something didn’t work out. (This predat- ed online platforms, and Google was just emerging as a search engine let alone a productivity suite, so my ability to amass materials was limited to hard copies). Although I had stacks of student work in my basement waiting for scrutiny and commentary, I remained steadfast to my self-imposed schedule – collect artifacts prior to mater- nity leave, analyze and write while on leave. I also video recorded extensively from September to December so I had a cache of footage I could draw on that best allowed me to discuss entry requirements. Additionally, I learned to take small bites when a proj- ect seemed too overwhelming to complete. It was more palatable for me to know what was expected overall and then take incremental nibbles toward that final goal. Some days, it was an accomplishment to write a sin- gle page of coherent text between a sick toddler and a nursing infant. But that nibble, combined with other daily nibbles, added up quickly and kept me moving. I learned that sometimes small bites are enough. Finally, I learned to rely on people for help. I could not have completed this undertaking without support from a wide variety of individuals including students in the media production class who helped me with videotaping; the ESL (English as a Second Language) teacher who provided me invaluable instruction on language learners; family members who babysat and cooked meals; state- wide colleagues who reviewed and edited my work; and friends who kept me sane. First Renewal In 2008, I received notification that it was time to begin my certification renewal process. NBPTS allows its candidates to complete their Profile of Professional Growth (PPG) two years prior to their certification’s ex- piration, which provides two opportunities to meet the “Pass” requirements to maintain certification (https:// www.nbpts.org/national-board-certification/renewal/).

The process was not an easy one, especially spend- ing the first half of the school year battling morning (and afternoon…and evening) sickness and caring for a toddler on top of completing the grueling requirements – videotaping my instruction, analyzing student work, planning and organizing each component, and typing the necessary commentaries. When my son was born in January – the middle of my certification cycle – he nursed snug on a “boppy” pillow while I typed my com- mentaries overtop of him. He nursed; I typed. He slept; I typed. Attaining NBC was something I desperately wanted, and that meant finding minutes to complete the entry requirements whenever I could. It was a crazy time that I sometimes look back on and wonder how I ever survived. I sent off “THE BOX” in early April after having spent an entire weekend making copies of all my work; sticking the required labels on every artifact; checking, dou- ble-checking, and triple-checking my many checklists. Three days before the deadline, the NBPTS still had not registered my submission, and I was in complete “freak- out” mode. After numerous frantic phone calls (long dis- tance, landline) and my husband’s threatening to get on a plane to San Antonio and search the entire warehouse himself, “THE BOX” was found – someone had forgotten to scan it upon its entry to the facility – and it was sent on its merry way for evaluation. On November 21, 2000, I could not teach. The result of ten months of little sleep, lots of stress, and intense analysis would be posted online. I started a vigil at 8AM and refreshed the NBPTS page every other minute because I was so anxious and nervous. Finally, during fourth period, I was able to get through the semi-crash- ing system to discover I had “met the requirements for National Board Certification.” My eleventh graders, who had gone through this insanity with me, erupted into cheers. When I received my scores, I realized I hadn’t just “met the requirements,” I had trounced them clearing the scaled score threshold by 65 points. Soon, I was receiving letters of congratulations from educators and legislators from all over the state because I was one of only four National Board Certified Teachers (NBCT) in my district; one of only seventy-two within the state of Maryland; and one of the first in my certification area nationwide. This designation led to many district, state, and national professional opportunities including piloting entries for NBPTS as they revised and modified certifica- tion requirements.

South Carolina English Teacher

54

CLICK HERE TO RETURN TO THE TABLE OF CONTENTS