Certification Council

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The Council

The Certification Council was established by the NBPTS Board of Directors to guide implementation and evaluation of National Board’s certification program. The Council evaluates, prepares and proposes policies to the Board of Directors regarding the certification program, focusing on standards and assessment development and revision.

Two of the seats on the Council are held by current members of the Board of Directors. At least one-third of the seats are held by National Board Certified Teachers (NBCTs). Appointments to the Certification Council are subject to approval by the Board of Directors.

Timothy Boerst, NBCT

Timothy Boerst, NBCT

Professor of Clinical Practice School of Education University of Michigan Ann Arbor, MI

Timothy Boerst, NBCT

Professor of Clinical Practice School of Education University of Michigan Ann Arbor, MI

Timothy Boerst is a Professor of Clinical Practice at the University of Michigan. Tim studies teacher preparation and professional development through engagement in program design, teaching mathematics methods courses, and leading research projects focused on the assessment of teaching practice and the design of professional development materials.

Prior to his work in teacher education, Tim spent fifteen years teaching in elementary schools, including five years as a practitioner scholar with the Center for Proficiency in Teaching Mathematics blending daily classroom teaching, research on practice, and work as a mathematics teacher educator. He earned and renewed National Board Certification as a Middle Childhood Generalist. He has held multiple leadership positions in organizations committed to the improvement of mathematics education and teaching including the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators.

Maria Hyler

Maria Hyler

Deputy Director/Senior Researcher Learning Policy Institute Washington, D.C.

Maria Hyler

Deputy Director/Senior Researcher Learning Policy Institute Washington, D.C.

Maria E. Hyler serves as the Deputy Director of the Learning Policy Institute’s Washington, D.C. office and is a Senior Researcher on staff.  Maria co-leads LPI’s Educator Quality team and is co-leading a forthcoming study on teacher preparation for deeper learning. She also represents the institute on several initiatives focused on teacher and leader preparation, development, and leadership.

Prior to taking her position at LPI, Maria served as an Assistant Professor of Teacher Preparation and Professional Development in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park, where her was focus was on preparing teacher candidates to identify and interrupt inequities in their classrooms.  She began her career teaching 10th and 11th graders in Belmont, CA where she achieved National Board Certification in Adolescent Young Adult English Language Arts in 2000.   That same year she left her classroom to pursue her doctoral studies. Her research interests include: school structures and systems that support or hinder student achievement, best practices for preparing teachers to teach students of diverse backgrounds and experiences, and preparing equity-centered teacher educators.  Maria has shared her knowledge of teaching and professional development locally and internationally through various workshops, lectures and presentations including the International Council on Education for Teaching and the Guyana Improving Teacher Education Project.

Maria received a Ph.D. in Curriculum and Instruction from Stanford University, an M.Ed. with a teaching credential from Harvard Graduate School of Education, and a dual degree in English and Africana Studies from Wellesley College.

Ambereen Khan-Baker, NBCT

Ambereen Khan-Baker, NBCT

Senior Policy/Program Specialist National Education Association Washington, DC

Ambereen Khan-Baker, NBCT

Senior Policy/Program Specialist National Education Association Washington, DC

Ambereen Khan-Baker is a National Board Certified Teacher in AYA/ELA and has a Bachelors Degree in Secondary Education and Literature from American University and a Masters Degree in Writing from Johns Hopkins University.  With thirteen years of classroom experience as an English teacher, Ambereen serves as a Senior Policy/Program Specialist in the Teacher Quality department at the National Education Association, supporting affiliates with candidate support for National Board candidates, micro-credentials, and professional supports for early career educators. Previously, she served as the coordinator of the Montgomery Institute and Teaching Fellow for Montgomery County Education Association’s Center for Teacher Leadership, where she worked with teacher leaders across the country on collaborative problem solving to improve the quality of teaching and learning.  Follow Ambereen on Twitter @ambereenkb.

Dat Le, NBCT

Dat Le, NBCT

Science Supervisor Arlington Public Schools Arlington, VA

Dat Le, NBCT

Science Supervisor Arlington Public Schools Arlington, VA

Dat Le is the Science Supervisor for Arlington Public Schools. In this position, he is responsible for the management and coordination of the K-12 science program serving over 26,000 students. Prior to this position, Dat taught biology and environmental science for middle and high school students. During his teaching career, Dat has received several teaching awards, including the Presidential Award for Excellence in Math and Science Teaching (PAEMST).

Dat has served on numerous standards committees at the district, state and national level. This includes serving on the Virginia Standards of Learning Assessment Science Content Review Committee. He also served on the Science Standards Advisory Committee for the College Board which created the Science College Board Standards for College Success, 2009 edition. In 2012, Dat served as the co-chair for the National Board for Professional Teaching Standards (NBPTS) Science Committee which developed the National Board Science Standards, Third Edition. In 2015, Dat served on the committee responsible for updating What Teachers Should Know and Be Able to Do, second edition. Most recently, Dat served on the standards committee that created the Educators Rising Standards, 2016 edition.

Dat has been an adjunct faculty member at Virginia Polytechnic Institute and State University, where he has taught graduate level research and statistics courses for the Department of Educational Leadership and Policy Studies. He is also a member of the Virginia Science Education Leadership Association and serves on the executive board. In addition to being a reviewer for several textbook publishers, Dat has also led national workshops and presentations on the teaching and learning of science.

Dat has a B.S. in Biology from the University of Mary Washington, an M.Ed. in Administration and Supervision from Virginia Commonwealth University, and a Ph.D. in Educational Research and Evaluation from Virginia Polytechnic Institute and State University. He is also a National Board Certified Teacher.

Renée Middleton

Renée Middleton

Council Co-Chair Dean The Gladys W. & David H. Patton College of Education College at Ohio University Athens, OH

Renée Middleton

Council Co-Chair Dean The Gladys W. & David H. Patton College of Education College at Ohio University Athens, OH

Renée A. Middleton, dean of The Gladys W. and David H. Patton College of Education at Ohio University, serves on the board of directors of the National Board for Professional Teaching Standards, a nonprofit organization dedicated to elevating the voice of accomplished teachers in shaping a true profession and raising student achievement. She also serves on numerous boards, including the American Association of Colleges for Teacher Education and the Coalition of Rural and Appalachian Schools. She received her bachelor’s degree in Speech and Hearing with a minor in Behavioral Sciences from Andrews University in 1981. She received her master’s degree in Clinical Audiology with a minor in Speech Pathology and Behavioral Sciences from The University of Tennessee in 1983. She received her doctoral degree from Auburn University in 1990, with a focus on Rehabilitation Administration and a minor in Rehabilitation Counseling and Education.

Dean Middleton is a distinguished educator with a strong commitment to transforming teaching and learning in our schools. She has spent her career ensuring equity and excellence in education (P-20) and is a tireless advocate for ensuring that every student in America has the chance to learn and grow under teachers whose knowledge and skills have been verified through a peer-reviewed, performance-based process. The Dean has 21 years of experience with consulting, working with issues like public school strategic planning for diversity and rehabilitation counseling and multicultural diversity, within the Office of Special Education and Rehabilitation Services, the National Institute for Disability and Rehabilitation Research, the Food & Drug Administration: Center for Devices & Radiological Health and the Alabama Board of Examiners in Counseling working on Ethics/Consumer Protection.

Jerry O’Brien, NBCT

Jerry O’Brien, NBCT

Teacher Council Rock School District Southampton, PA

Jerry O’Brien, NBCT

Teacher Council Rock School District Southampton, PA

Jerry O’Brien is a National Board Certified Teacher as an Early Childhood Generalist from the Council Rock School District in Churchville, Pennsylvania. He is currently teaching second grade students and has 39 years of educational experience teaching first, second, third, and fourth grade. He has also been an assistant principal and was a staff development trainer. Jerry has served on the core team and then team leader at the opening of two different schools in his district. He has served on numerous district committees over the years including math benchmarking, report card development, and the piloting and in-servicing of various curriculum programs. He has been a member of the county’s Induction Program panel for more than 20 years. He has been involved in the scoring process with National Board since 1998. He has been a scorer, validator, and trainer in multiple areas for the EC Gen certificate. He became involved in the renewal process at the very beginning of the pilot and served as an original trainer for the Gens certificates. When National Board made the transition to Pearson, Jerry took over the leadership role as the content specialist. He was also a member of the Standards Committee for the third edition EC Gen certificate and worked in a variety of roles with the development of the new assessment process for initial certification.

Scott Reed, NBCT

Scott Reed, NBCT

Physics Teacher Niles North High School Skokie, IL

Scott Reed, NBCT

Physics Teacher Niles North High School Skokie, IL

Scott Reed is a National Board Certified Teacher in Adolescence and Young Adulthood/Science in Niles Township District, Illinois. He is a high school physics teacher and a member of the Next Generation of Science Standards leadership team for the Niles Township School District. He also annually leads a cohort of prospective teachers in the Golden Apple Summer Institute Program. Scott achieved National Board Certification in 2007 and renewed in 2016. He has been involved with many National Board initiatives as an NBCT including: Coordinator of National Board Support for the Niles School District, Candidate Support Provider for the Illinois National Board Resource Center, member of the 3rd Edition Science Standards Committee, member of the Teacher Leader Competency Framework Committee, reviewer of the updated NBPTS Assessments and Entry Descriptions, and co-author of the Alignment of the National Board Standards and Deeper Learning Student Competencies. In his tenure, Scott has been awarded as a QuarkNet Fellow by Argonne National Laboratory, Niles North Teacher of the Year, Golden Eagle Recipient, Golden Apple Teacher of Distinction, and Fellow of the Chicago Golden Apple Academy. In addition to serving on the NBPTS Certification Council, Scott is also the Communications Chair of the NWEA National Task Force on Assessment Education.

Scott Reed is a physics teacher at Niles North High School in Skokie, IL. During his tenure, Scott has been recognized as a Golden Apple Teacher of Distinction and Fellow, Chicago Mayor Daley Teacher of Excellence, Argonne National Laboratory QuarkNet Fellow, and Niles North Teacher of the Year. Scott holds Masters degrees in Curriculum and Instruction and Teacher Leadership from the University of Illinois.

Scott is a National Board Certified Teacher in Science (Adolescence and Young Adulthood). Scott currently serves on the NBPTS Certification Council, and he is a former member of the NBPTS Science Standards Writing Committee, which developed the National Board Science Standards, Third Edition. His service to NBPTS also includes being a former member of the Teacher Leader Competency Framework Committee, co-author of the Alignment of the National Board Standards and Deeper Learning Student Competencies, co-author of the second edition of the NBPTS founding policy statement What Teachers Should Know and Be Able to Do, coordinator of National Board support for the Niles Township school district, and candidate support provider for the Illinois National Board Resource Center.

Scott is proud to serve in many other ways to support the needs of students. He is a member of the National Task Force on Assessment Education for which he serves as its Communications Chair. Scott is a founding member of many school-wide initiatives including the Literacy Center development team, the Next Generation of Science Standards leadership team, and the Inquiry Lesson/Design Challenge team. He is a Golden Apple Scholar reflective leader, and he has led cohorts of prospective teachers from the Golden Apple Summer Institutes on various Chicagoland university campuses for the past decade. All of these exciting endeavors can be followed on Twitter @scottxreed.

Even after twenty-one years of teaching, Scott’s enthusiasm for inspiring students to augment and advance their abilities as scientists, critical thinkers, and problem solvers remains as strong as ever. Every student in Scott’s classes has an essential voice, and all are needed for the class to achieve their collective high goals and expectations that are driven by the uniqueness of each class and of each student. Compelling questions, inquiry-based activities, lively discussion, ongoing individualized assessment, and thoughtful “real-time” teacher reflection are all hallmarks of Scott’s classes.

Michael Rodriguez

Michael Rodriguez

Professor Quantitative Methods in Education University of Minnesota Minneapolis, MN

Michael Rodriguez

Professor Quantitative Methods in Education University of Minnesota Minneapolis, MN

Michael C. Rodriguez received his Ph.D. in 1999 from Michigan State University in Measurement and Quantitative Methods. He is Professor of Quantitative Methods in Education in the Department of Educational Psychology at the University of Minnesota. He holds the Campbell Leadership Chair in Education and Human Development, with a focus on the achievement gap. His methodological research interests include item writing, reliability theory and multilevel item response models, with a substantive interest in Latino youth development. He recently coauthored a comprehensive text: Developing and Validating Test Items (Haladyna & Rodriguez, 2013). He is a recipient of the International Reading Association’s Harris Research Award, a member of the Academy of Distinguished Teachers at the University of Minnesota, and recipient of the University’s award for Outstanding Contributions to Post baccalaureate, Graduate and Professional Education.

Rodriguez currently serves as a lead psychometric consultant to the International Teacher Education Study in Mathematics (Michigan State University) and is the lead methodologist on a number of IES grants supporting the development of Individual Growth & Development Indicators for English and Spanish language development. He currently chairs the technical advisory committee for the National Board, and sits on a number of other technical committees for Educational Testing Service, ACT, the Defense Department for military personnel testing, and the state assessment programs for New York. Nationally, he contributes to the improvement of measurement practices through the National Council on Measurement in Education, and locally by working with teachers improving their classroom assessment practices in the Twin Cities area schools.

Phillip Rogers

Phillip Rogers

Executive Director National Association of State Directors of Teacher Education and Certification (NASDTEC) Washington, DC

Phillip Rogers

Executive Director National Association of State Directors of Teacher Education and Certification (NASDTEC) Washington, DC

Phillip S. Rogers, Ed.D., became executive director of National Association of State Directors of Teacher Education and Certification (NASDTEC) on July 1, 2012. Prior to coming to NASDTEC, he served the Kentucky Education Professional Standards Board (EPSB). His tenure at the EPSB spanned over 12 years including serving seven and half years as its executive director. Before his tenure at the EPSB, he served as the founding director of the Allen County Schools Family Resource Center, recognized in 1995 as Kentucky’s Outstanding Family Resource Center by the Kentucky Association of Guidance Counselors. Prior to founding the Family Resource Center, he directed the Allen County public mental health clinic. There, he specialized as a child and family therapist.

Rogers’ program evaluation and research experience includes studies at the local school, district, and statewide levels. He has performed research and evaluations for a variety of organizations and programs, including the Kentucky Institute for Educational Research, the National Center for Family Literacy, the Kentucky Safe Schools Project, and the Kentucky Department for Juvenile Justice.

A native of Nashville, Tennessee, Rogers received a B.S. degree in counseling from Liberty University in Virginia, an M.A. in child development from Western Kentucky University, and his doctorate in education evaluation from the University of Louisville.