Beth Duellman: Reflection of NBPTS Assessment Preparation

This semester, I spent time reviewing for the computer based assessment for
National Board Certification. I began by exploring the website for National Board
Certification. I learned more about the process and purpose of certification. Next, I
focused on component 1 for certification in Middle Childhood Generalist. The
computer based assessment includes multiple choice and constructed response
about math, reading, science, and social studies. I ended with a practice
assessment on the Pearson VUE website to prepare for the test center.
National Board Certification is based on the following Five Core Propositions.
Proposition 1: Teachers are committed to students and their learning. Proposition 2:
Teachers know the subjects they teach and how to teach those subjects to students.
Proposition 3: Teachers are responsible for managing and monitoring students.
Proposition 4: Teachers think systematically about their practice and learn from
experience. Proposition 5: Teachers are members of learning communities. Teachers
complete four components consisting of content knowledge, reflection on student
work, video and analysis of teaching practice, and documentation of impact of
assessment and collaboration on student learning. Obtaining National Board
Certification is the highest standard in teaching and will have a positive impact on
my classroom.
Component 1 is a computer based assessment that measures content
knowledge. The first part of the assessment covers English Language Arts, math,
science, and social studies and is in a multiple choice format. I read articles about
each of the indicators from those areas. I also spent time reading Yardsticks by Chip
Wood. I spend my time working with students between the ages of 9 and 10. My

content area certification covers ages 7 through 12. Yardsticks gives clear
descriptions of child development so it helped to learn the descriptors of other ages
in my certification area. The second part of the assessment is three constructed
response items focused on reading, math, and science. I practiced answering
questions, studied exemplar constructed responses, and familiarized myself with
the rubrics used for scoring. The content covered in this assessment is wide ranging
and a bit overwhelming. As I researched more about each indicator, I was reassured
that it closely matched my current teaching practices.
Finally, I spent time on the Pearson VUE website understanding what to
expect when scheduling and taking the assessment. I was able to download a
tutorial for the assessment to practice using the tools. There were sample multiple
choice and constructed response problems. Overall, the format was similar to other
standardized assessments I have experience with and the technology was user
friendly.
It was interesting to go over all of the content knowledge expected for a
generalist candidate. It is easy to get stuck in the many different curriculums we
teach rather than the progression of content students need to be successful. After
looking at these indicators, it made reading through our district curriculum more
meaningful. I will continue to seek out opportunities to grow in the content
knowledge needed for a middle childhood generalist. I plan to attend conferences
offered by WEAC to strengthen my skills. I am connected to other educators on NEA
edCommunities and have been following the posts online. I am hoping for a group
to be formed at the district level to provide an additional layer of support. I plan to
register for the assessment this spring and hopefully successfully complete it this
year.