NBCT Spencer Olmsted is a new NBCT in Early Adolescent Mathematics and has been teaching 5th grade in Olympia, WA since 2006. He recently attended NBPTS Teaching and Learning Conference in Washington, DC.

I’m a fifth grade math and science teacher. I spend most of my work day in the company of 10 and 11 year-olds, helping them develop critical thinking skills so they can learn how to read the world. We work on getting better at collaborating, accessing and analyzing information, and communicating our findings and questions to others. It’s good work, but all too often I work in isolation of other adults.

When I became a new NBCT this past year the thing that surprised me most was my sudden connection to new network of teachers and education advocates. I began to receive regular communication from people looking to engage and empower teacher-leaders. One of the emails that caught my attention was an invitation to attend the Teaching & Learning Conference in Washington D.C. I was instantly excited by the expanding line-up of impressive speakers, but as I live in the other Washington, on the other side of the country, and would need to pay for airfare, hotel, and arrange for a substitute to teach my classes (I had never considered the possibility of doing this during a school day!) I struggled with the decision. Around this time the Seahawks were imagining a Super Bowl win, and Russell Wilson was famously asking “Why not us?” I asked myself the same question, why not me, and decided to go.

Continue reading →

Stories from Schools is pleased to have the following post from Michaela Miller, a Washington NBCT, who is currently the Director of State Policy and Outreach for the National Board for Professional Teaching Standards. Formerly, Michaela worked at the Washington State Office of Superintendent of Public Instruction directing the Teacher and Principal Evaluation Project, National Board, and the Beginning Teacher Support Program. Prior to that Michaela taught English in the North Thurston School District. 

*********************************************************************************************************************

An NBCT’s Reflections,
Transitions and Opportunities

Twelve
years ago this week, two major events clouded my thoughts. The first: “How am I
going to attempt to explain the horrific events of 9/11 to my students?” The
second thought was ”When is the almighty "Blue Box" coming from the National
Board?” The first was incredibly challenging as my social studies partner and I
struggled not only to explain the events to our new 9^th graders, but
to understand the tragedy ourselves. Somewhat selfishly, however, I couldn't stop thinking about the second question as I anxiously awaited directions to what
would prove to be a turning point in my teaching career.

At
that time, the National Board for Professional Teaching Standards was undergoing
a revision in 2001 and I was somewhat naively entering the process during the transition
from the first version of the assessment to the second. I spent the previous four
months with only three secrets to the new process: The Adolescent Young Adult
English Language Arts (AYA ELA Standards), the Five Core Propositions
and the Architecture of Accomplished Teaching. In the end, this solitary
confinement with these three touchstones created a critical foundation to my
year as a National Board candidate. The standards and the architecture are the
backbone of the National Board process and, with my students leading the way,
these touchstones came alive in my practice.

Today,
the National Board stands ready for yet another transition– and I can only
imagine that candidates are wondering what it will mean for them. Certainly,
revising the assessment process again will mean changes not only for them, but
also for support providers and National Board champions to understand and adapt
to. The assessment will evolve over the next three years—moving to 4 components, lowering the cost to around $1,900 and continuing to
streamline the electronic submission process.

Despite these changes, the foundation of National
Board Certification will remain constant. National Board Standards will always
be created for teachers, by teachers, the Architecture of Accomplished Teaching,
the Five Core Propositions will not change. These are the critical elements at
the heart of the assessment that all ultimately ensures that National Board
Certified Teachers positively impact our students and are always striving to be
more reflective practitioners.

Continue reading →

The following entry is a guest-post from Jeff Charbonneau, 2013 National Teacher of the Year, 2013 Washington State Teacher, NBCT, and Chemistry, Physics and Engineering Teacher from Zillah HS. 

***********************************************************************************************************

What will this year
hold?

For me and so many other teachers, the start of the school
year is a magical time filled with energy, new plans, ideas, and instructional
strategies.

A great many of us have spent the summer reading up on a
vast array of educational trends. 
Ranging from flipped classrooms to keeping cursive in the schools, we
have been knee deep in professional communities, conferences and followed
#edchat tweets until late into the nights.

With all these new tools hanging from our belts, I have to
ask, what will be different this year?

My hope is that this year will be the year that (among many,
many other things):

1.  We maintain an emphasis that education goals
are more important than the tools.

Don’t get me wrong, as a STEM
teacher who uses a smart phone, tablet, laptop, and a traditional pc daily (if
not all in the same hour), I strongly advocate for tech tools to help improve
instruction.  However, there are
times when paper and pencil are simply the best tools for the job. The past few
years there has been a trend to value tech integration for the sake of
technology integration.  However,
the tools are not the goal!

We, as a community of educators,
need to ensure that the tools we employ are used to improve learning.
Certainly technology can do that. 
However, I have seen far too many purchase technology and then try to
make it work; rather than determining the learning goals first, followed by
selecting the right tool (tech or non) for the job. 

I am an early adopter of technology
in both my personal and professional life, but sometimes there is nothing
better than paper and pencil.

Pick the goal before the tool!

2. We celebrate and communicate the success of
our students and staff.

 As a profession, we do an excellent job at
pointing out issues and problems within our system.  I do not deny these issues; they are
real and it is vital that we improve in several areas if we are going to meet
the needs of all of our students.

However, if we are to move forward, we must be willing to acknowledge the
successes that are all around us!

When one of my physics students incorrectly
answers a problem, I do not label them as failures, publicly ridicule, or place
blame. Instead I look for what that student did correctly, then help them to
understand the key places for improvement and work side by side in order to
help them succeed. 

As teachers, we know how to motivate our
students, let’s do the same with our profession.

Let’s make a conscious decision to showcase
the abilities and the progress that our students are making.

I fully admit that we have our problems, and
we need to continue to identify and communicate them with our parents and
community at large.  All I am
asking is that we put the same effort into identifying and sharing our success
too!

Now it’s your turn, as a teacher, what will you do to make
this year personally and professionally exceptional? 

By Ginger, Guest Blogger

In the current state of the world, it can be far too easy to focus on the troubles and dangers that beset K-12 education and be drained of energy by that bleak viewing. It was therefore a particular pleasure to me when at a recent conference of WaToToM (Washington Teachers of Teachers of Mathematics) a presentation on the Common Core State Standards (CCSS)[1] permitted me not one but two patches of optimism. In a general effort to spread the sunshine, I decided to present them here.

Continue reading →

Note: Debra Howell, a recent inductee to the Teacher Hall of Fame, authored this guest blog.

This past June I experienced something that I wish all teachers could feel about being an educator.  Along with four other educators from across the United States (South Carolina, Virginia, Maryland, and Indiana) I was inducted into the National Teachers Hall of Fame (NTHF). Being chosen was and continues to be something I am profoundly proud of.

 The NTHF celebrated their 20^th year of inductions. The five days I spent there will always remain some of my proudest days of being an educator. The town, the citizens, the university, the board members…everyone we met treated us like royalty! My family as well was treated with the utmost respect and honor. No matter where they went they were given extra special treatment. Imagine that, family members of teachers being treated like royalty? Why shouldn’t that be the norm?

Everywhere the five of us traveled we were treated with honor and pride because we were teachers. One of the most unique activities we participated in was a large community band evening concert that played in the center of the town in a huge park. There were over 600 people that convened to come and celebrate teaching! People were in line to get free root beer floats while the Santé Fe railroad came steaming by the edge of the park blasting its horns. It was spectacular! It was a bit like being in Mayberry RFD! After they introduced us to the crowd we received such a rousing applause and standing ovation that I was really taken aback. As we walked through the crowd the many comments I heard were, “thank you for teaching our kids” and “we are so proud of you teachers”. It was then that I realized we were not there just to represent ourselves, our school and our community. No, we were being honored as teachers that represent ALL educators across the country.

The city of Emporia is so proud to host the National Teacher Hall of Fame and the induction activities and ceremony. I truly appreciated the respect and honor they showed for ALL teachers…  I have NEVER been prouder to be an educator! I left Kansas with a renewed sense of pride in my chosen profession. I have a heightened sense of the importance of working with kids and being a positive contributor to our society. I hope to carry that into the remaining years and help spread that sense of pride.

In light of all the teacher cuts, decrease in pay, larger class size, and fewer support staff to help us…I am still left with the feeling that the greater community DOES still value teachers. They do believe we are making a difference. They do respect us. There is a sense of honor for educators.

If you would like to find out more about the National Teacher Hall of Fame check out their web site at www.nthf.org. You must have 20 or more years of teaching experience in order to be nominated. The forms and additional nomination details are available there. Think about nominating someone you think is deserving of this honor.

Debra Rose Howell, NBCT

Monte Cristo Elementary 4-5-6 Multiage Teacher  Granite Falls SD

by Guest Blogger Sarah

I am in Finland from January 31 through May 30 on a Fulbright Distinguished Awards in Teaching grant. This grant is for k-12 teachers who are interested in doing research abroad. The program is running in 11 countries around the world this year.  My research is about school libraries and information literacy instruction.  I am living in Helsinki, but trying to visit schools around the country as much as I can.  Inevitably, the conversations I am having with teachers lead us to the question everyone is asking…what is their secret?

It is interesting to be here amidst all the talk in the US (and everywhere, I suppose) about the fabulous Finnish school system. At the school I was at this week, there were visitors from:
Germany, France, England AND Japan. And then me. In Helsinki, and especially in the teacher training schools, they are used to people, from everywhere, coming and going all of the time.  I have seen the 2 main schools I have visited, the teacher training schools, featured on many news clips about the “Finnish Phenomenon.”

So, what makes their education system work so well?

Continue reading →