Leadership in Teaching and Learning: National Board Certification Preparation

Why become a National Board Certified Teacher?

  • Powerful professional development experience
  • Advance the quality of teaching and learning by meeting the highest standards of the profession
  • Recognized as most effective teachers with highest performing students
  • Many states offer support and financial incentives for National Board certified teachers
  • Build your resume and portfolio
  • Be a member of a professional learning community of nationally certified teachers
  • Become a part of an elite group in Nebraska. As of 2015-2016, there are only 120 National Board Certified Teachers in the state



During the first year, courses are designed for students in both the Principal Endorsement Teaching Leadership tract and the National Board Certification Preparation tract.
EDU 520 Education Law and Governance (3 hrs.)
EDU 521 Societal Frameworks in Education (3 hrs.)
EDU 522 Transformational Leadership (3 hrs.)
EDU 523 Continuous School Improvement (3 hrs.)
EDU 524 Action Research and School Improvement (3 hrs.)

EDU 525 Trends in Curriculum, Instruction, Assessment and Programming (3 hrs.)


During the second year, courses are designed specifically for preparation for National Board certification.
EDU 630 Introduction to NBPTS Candidacy (3 hrs.)
EDU 631 Effective Teaching (3 hrs.)
EDU 632 Mid-Capstone - Portfolio (3 hrs.)
EDU 633 Leading through Coaching (3 hrs.)
EDU 634 Content Study (3 hrs.)
EDU 698 Capstone Presentation


Complete Year Two coursework for the Principal Endorsement to earn both endorsements. 


Year One

EDU 520: Education Law and Governance = 3 hours

This course is designed to provide the Principal/Teacher Candidate with knowledge about policies, laws and regulations enacted by state, local and federal authorities that impact schools and classrooms. The Candidate will use skills to influence lawmakers and advocate for equitable learning opportunities and success for all students. The Candidate will understand that educators, business people, politicians, media, parents and the public at large attempt to influence educational policy to varying degrees. The candidate will explore varying perspectives on educational improvements and use statute, policies, research, data and ethical standards in the decision-making process. The Candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 521: Societal Frameworks in Education = 3 hours

The Principal/Teacher Candidate will understand human rights and implement guidelines that establish a school where all students, staff and community, regardless of background, are afforded equal access and opportunity to a quality education. The Candidate will understand the complexities of poverty and its influence on learning, promote the success of every student and act with integrity, fairness and in an ethical manner. The Candidate will spend a minimum of 20 clock hours in school/community-based experience(s).

EDU 522: Transformational Leadership = 3 hours

This course is designed to provide Principal/Teacher Candidates with knowledge, skills and dispositions that will enhance motivation, morale, and performance of staff and students. Candidates will know how to create a culture for learning, serve as a role model, inspire, develop leadership in others and help build and support an inviting school culture that meets the needs of students, the community being served and the staff. The candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 523: Continuous School Improvement = 3 hours

This course is designed to help Principal/Teacher Candidates with the knowledge and skills to lead in the development, implementation, evaluation and revision of short and long term goals that promote continuous and sustainable school improvement. Candidates will know how to collect and analyze data pertinent to the educational environment that promotes learning and leads to continuous quality improvement. There will be a focus on a systematic continuous improvement process (e.g.; Nebraska Department of Education, Advanced Ed.). The Candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU524: Action Research and School Improvement = 3 hours

This course is designed to provide an introduction to the action research process. Emphasis will be placed on three main areas: 1) helping candidates become good consumers of educational research, 2) providing foundational instruction and guidance in planning, conducting and reporting action research, and 3) applying professional writing skills.  This course is designed to provide Candidates with the knowledge and skills that help them identify and explore research issues related to leading, teaching and learning particularly as it relates to school improvement. The Candidate will learn the requirements/framework for the School Improvement Action Research Paper and begin collaborating with building leadership and the Midland Candidate Advocate to identify leadership needs that could substantially assist eh school with their school improvement. The candidate will spend a minimum of 20 clock hours in school-based experience(s).

EDU 525: Curriculum, Instruction, Assessment and Programming = 3 hours

This course is designed to provide Principal/Teacher Candidates with an understanding that curriculum, instruction, assessment and programming represent a set of desired goals that are activated through a developmental process and culminate in successful learning experiences for students. The Candidate will understand that comprehensive, rigorous and coherent curriculum; instruction, assessment, and program development are essential responsibilities of a school leader. The Candidate will know how to implement district, state and federal initiatives and assure legal compliance. The Candidate will understand emerging trends in education, use best practices research, establish curriculum and instructional expectations and accountability measures, know how to lead curriculum reviews, use data to monitor student achievement and support and develop staff. The Candidate will spend a minimum of 20 clock hours in school-based experience(s).

Year Two 

EDU630 Introduction to NBPTS Candidacy = 3 hours

The Midland Teacher Candidate (MTC) will become acquainted with the process for applying for “Candidacy” for National Board of Professional Teaching Standards (NBPTS) Certification and begin to examine, in detail, the MTC’s teaching practices. The MTC will learn how to organize and obtain the resources for aligning practices with the Standards and engage in meaningful discussions with the cohort/learning community about effective teaching. The MTC will understand the Five Core Propositions and assess readiness and commitment level for applying for National Certification and develop a personal set of goals and timeline for the application and submission process.  The MTC will practice required skills for successful application to NBPTS certification. 

EDU631 Effective Teaching = 3 hours

The Midland Teacher Candidate (MTC) will demonstrate understanding of students and their learning needs and how the MTC makes decisions in response to student needs.  The MTC will demonstrate that effective teachers are also learners who draw upon theory and research to expand use of instructional and assessment strategies to effectively manage and monitor student learning. The MTC will become more confident with videotaping, analyzing and reflecting on the MTC’s teaching, practices including the connection between thoughts and actions in order to improve student learning. These reflection will be written and part of course discussions with feedback. The MTC will understand the requirements for Component 2: Differentiation in Instruction, Component 3: Teaching Practice and Learning Environment and Component 4: Effective and Reflective Practitioner.

EDU632 Mid-Capstone - Portfolio = 3 hours

The Midland Teacher Candidate (MTC) will understand and determine the Featured Lessons for the Components in the portfolio.  The MTC will “Map each Component” and also “Map the Standards.” A minimum of one of the featured lessons for Components 2- 4 and portfolio requirements will be completed during this course.  A plan including a timeline (meeting the submission window, generally April 1 – May 18) will be submitted and approved for the remaining featured lessons and submission materials.  The MTC will understand and apply professional writing skills of description, analysis and reflection.

EDU633 Leading through Instructional Coaching = 3 hours

The Midland Teacher Candidate (MTC) will understand research on the impact of instructional coaching and teacher effectiveness, know several models for coaching, and understand the principles behind coaching.  The MTC will understand how coaches are leaders of change. The MTC will know how to begin a positive coaching experience, create learning conversations, know strategies and processes for implementing effective coaching including relationship building, modeling, observing, collaborating, and data analysis. The MTC will understand the significance of focusing coaching and organizing interventions around managing student behavior, enhancing content knowledge, improving direct instruction, and implementing formative assessment.  

EDU634 Content Study = 3 hours

The Midland Teacher Candidate (MTC) will prepare for the three, assessment center exercises that are designed by NBPTS to test content knowledge across the age range and for the specified content area requested for national certification. The MTC will have a content mentor who will support his/her study.  The MTC and instructor will design an individual course of study that will include but not be limited to: completing the assessment center exercises (assists with the analysis of content needing further study), addressing areas of study, responding to sample practice prompts, completing the tutorial for the NBPTS assessment and meeting regularly with a content mentor. Currently, the Assessment can be taken annually between March 1 – June 15.

EDU698 Capstone Presentation = 3 hours

The Midland Teacher Candidate (MTC) will complete the requirements for Entry/Components one through four. The MTC will write a final overall reflection including a summary of the portfolio entries, an explanation of the MTC’s growth through the process including; Why did the MTC decide to apply for NBPTS certification? What did the MTC learn from the process? How has this changed the MTC’s teaching? What is different about the MTC’s classroom and why should others pursue/support (or not) NB Certification? The MTC will identify and explain how the Five Core Propositions are inserted in the MTC’s responses. The MTC will present and engage in a professional discussion with a Midland faculty panel.

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