National Board Certification: A Pathway to Stronger Literacy Instruction That’s More Attainable than You Think
National Board Certification recognizes teachers who demonstrate excellence through a rigorous, performance-based assessment. Often called the “gold standard” of teaching, it offers well-documented benefits to both educators and students, yet only 3.5% of teachers currently hold this distinction. Of the more than four million teachers in U.S. traditional public, charter, and private schools, only 141,000 are board-certified. This number continues to grow, with 4,355 teachers earning the credential in 2024 alone. Yet more educators who find the certification process daunting or have concerns about costs can overcome these barriers by leveraging state financial incentives and local support programs.
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Widely considered the “gold standard” in teaching, National Board Certification was established by the National Board for Teaching Standards (NBPTS) to advance high-quality teaching and deeper learning for all students. It is a rigorous, voluntary credential awarded to educators who complete a multi-part performance-based assessment of accomplished teaching practice. NBPTS defines what teachers should know and be able to do in its Five Core Propositions, and candidates must demonstrate a deep understanding of their students, subject matter, use of data and assessments, and reflective teaching practice to earn certification.
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Candidates may begin the process at any point in their career as long as they meet the following criteria:
Hold a bachelor’s degree from an accredited institution
Possess a valid teaching license or meet state-specific licensure requirements
Candidates cannot receive board certification until they have completed three years of teaching experience, but they may begin working toward certification earlier. -
There are 25 certificate areas, representing 16 disciplines and four developmental levels. Candidates select the certificate area most aligned with their teaching role and are evaluated for advanced competency in that field.
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Each certificate area has a defined set of standards for accomplished teaching. All candidates complete a four-component assessment, grounded in the Five Core Propositions.
Component 1: Content Knowledge
A computer-based assessment that measures the candidate’s subject-matter expertise and pedagogical understanding in their chosen area.Component 2: Differentiation in Instruction
A portfolio-based assessment that evaluates how candidates gather and use information about students’ strengths and needs to design and implement effective instruction.Component 3: Teaching Practice and Learning Environment
A portfolio-based assessment featuring video recordings and written analysis of classroom interactions to demonstrate how candidates foster student learning.Component 4: Effective and Reflective Practitioner
A portfolio-based assessment examining how candidates use data, assessment, and collaboration to plan instruction, support student growth, and reflect on their practice.
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The certification process is flexible and adaptable to educators’ schedules. Most candidates achieve certification within two years, although it can be completed in as little as one. The timeline depends on how many components a candidate attempts at once—some pursue all four components simultaneously to finish quickly, while many choose to focus on one or two at a time.
Candidates must attempt all four components within three years but have up to five years, if needed, to retake any components required to achieve certification.
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Literacy instruction is primarily addressed in the following certificate areas:
English as a New Language—Early and Middle Childhood
English as a New Language—Early Adolescence through Young Adulthood
English Language Arts—Early Adolescence
English Language Arts—Adolescence and Young Adulthood
Generalist—Early Childhood
Generalist—Middle Childhood
Literacy: Reading-Language Arts—Early and Middle Childhood
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In 2024, NBPTS updated the Early Childhood Standards, Middle Childhood Standards, and Literacy: Reading-Language Arts Standards to ensure that literacy instruction now includes a thorough understanding of the science of reading. A committee of NBCTs removed outdated practices and terminology, and NBPTS is planning a more comprehensive revision of the Literacy: Reading-Language Arts Standards, informed by nationwide discussions with educators and literacy organizations.
The certification process itself offers continuous opportunities for educators to identify learning gaps, refine instruction, and measure their impact on student success. Once certified, NBCTs often serve as educational leaders, acting as instructional coaches, interventionists, and mentors who elevate literacy teaching practices across their school systems. Research shows that new teachers mentored by board-certified educators help students gain an additional 6.5 months of learning compared to those mentored by non-certified peers, and states that have invested in recruiting and retaining NBCTs, such as Mississippi, have seen significant gains in student reading outcomes.
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Yes. Research indicates that students taught by NBCTs learn more, typically gaining one to two months of additional learning per year compared to their peers. A 2017 study found that kindergarten and third-grade students with a board-certified reading teacher performed significantly better on literacy assessments than other students.
Kindergarten students taught by an NBCT were 31% more likely to score proficient on the Kindergarten Readiness Assessment.
Third-grade students taught by an NBCT were 11% more likely to score proficient on the MAP Test in English Language Arts.
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Bay Area
National Board Resource Center (NBRC) at UC Berkeley School of Education
UC Berkeley’s National Board Resource Center provides comprehensive support to candidates through its Candidate Support Program (CSP).
Oakland Unified School District (OUSD) educators may join the current CSP cohort at no cost (a value of $3,500). Register here to claim one of the remaining spots: tinyurl.com/nbrccsp.
The NBRC has historically offered a Bridge Program for OUSD staff, a six-month community of practice designed to prepare teachers for certification by deepening their understanding of the process, learning NBC-related concepts, building collaborative relationships, and practicing skills in a supportive environment. The start date for the next cohort is TBD.
California
CA NBPTS Candidate Subsidy Program
California teachers who pursue a certification through the National Board for Professional Teaching Standards (NBPTS) while teaching at a high-priority school may receive an award of up to $2,500.
The 2025–2026 application opens November 7, 2025.
CA NBCT Certification Incentive Program
The NBPTS Certification Incentive Program provides a $25,000 incentive award for California NBCTs who teach in high-priority schools, paid in $5,000 installments for five consecutive years.
The 2025–2026 application opens November 3, 2025 and closes January 30, 2026.
While there is no requirement to attend a support program, many candidates find the guidance and resources these programs offer to be invaluable.
National
What do real NBCTs and current candidates have to say?
Dr. Bernadette Zermeno, NBCT
NBRC Facilitator, UC Berkeley CREEO
National Board Certification: 2014
Rodney Zinyemba
Mathematics Teacher, Oakland Unified School District
National Board Certification: In Progress
A special thank you to NBPTS Director of Marketing & Communications, Tamara White, and NBPTS Director of Content Creation, Danielle Brown, NBCT, who provided valuable insights into the National Board Certification process for the benefit of educators nationwide.
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