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 and Chair of Elementary Teacher Education 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.

Mitchell Brookins, NBCT

Mitchell Brookins, NBCT

Assistant Principal ARISE Academy New Orleans, LA

Mitchell Brookins, NBCT

Assistant Principal ARISE Academy New Orleans, LA

Mitchell Brookins is National Board Certified (NBCT) in Literacy: Reading-Language Arts. He received his Bachelor of Arts in Elementary Education, Master of Arts in Teacher Leadership, and is currently working on his PhD in Educational Administration at the University of New Orleans. Over the past twelve years, he has fulfilled various roles in the Chicago Public School District as a literacy teacher, gifted educator, a differentiated specialist, a literacy coach/coordinator, and an assistant principal. His career endeavors have afforded him the opportunity to mentor NBCT candidates, to be a NBCT Literacy Standards Committee member, and serves on the National Board Certification Council. Currently, Mitchell Brookins serves as the assistant principal of the Elementary Academy which is a part of ARISE Schools—a New Orleans based network of schools.

Jaime Festa-Daigle, NBCT

Jaime Festa-Daigle, NBCT

Assistant Principal Lake Havasu Unified School District Lake Havasu City, AZ

Jaime Festa-Daigle, NBCT

Assistant Principal Lake Havasu Unified School District Lake Havasu City, AZ

Jaime Festa-Daigle is a National Board Certified Teacher in Adolescence and Young Adulthood/Social Studies-History in Lake Havasu City, Arizona, where she is a high school assistant principal. As a former social studies teacher for thirteen years, she was a faculty advisor to We the People, student council, and Close Up programs and currently serves as a mentor to other teachers in the We the People program. She works with AZK12 as part of the Arizona Teacher Solutions Team, focusing on teacher leadership. She serves on the National Honor Society Advisory Board through the National Association of Secondary School Principals. She is also working on the Vision 2020 project, a community revitalization program as part of the Lake Havasu City America’s Best Community Team. Jaime served on the Social Studies-History Standards Committee and most recently the Educators Rising Standards Committee. She also served on the What Teachers Should Know and Be Able To Do (2016) revision committee. Jaime was just named one of the “30 under 40” in Lake Havasu, an honor bestowed for the first time on young leaders. In 2012, she was named the American Civic Educator of the Year. She has been nominated as the Arizona Teacher of the Year and has been chosen eight times as a Distinguished Teacher in Lake Havasu City.

Ambereen Khan-Baker, NBCT

Ambereen Khan-Baker, NBCT

Teaching Fellow Center for Teacher Leadership Montgomery County Education Association Rockville, MD

Ambereen Khan-Baker, NBCT

Teaching Fellow Center for Teacher Leadership Montgomery County Education Association Rockville, MD

Ambereen Khan-Baker is a National Board Certified Teacher in Adolescence and Young Adulthood/English Language Arts. She has over eleven years of experience as a high school English teacher having taught AP Language and Composition, AVID, and yearbook design at Rockville High School in Montgomery County, MD. Ambereen currently serves as the Teaching Fellow for Montgomery County Education Association’s Center for Teacher Leadership. She coordinates candidate support for National Board candidates, professional development courses, and the Montgomery Institute, where she works with teacher leaders across the country on collaborative problem solving to improve the quality of teaching and learning. Ambereen is also a blogger for National Board blog site, “The Standard,” and shares strategies and observations about being in the classroom and experiences as a teacher–leader. Leadership experiences include providing candidate support, serving as a NEA National Board Jump Start trainer and writer, and a tagger for ATLAS Indexing Design Committee for Common Core State Standards/English Language Arts. In October 2015, Ambereen spoke at the White House at the Worker’s Voice Summit and shared her classroom and leadership experiences.

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

A member of the NBPTS Board of Directors since November 2013, Dr. Middleton currently serves as Dean of The Gladys W. & David H. Patton College of Education at Ohio University. She has more than 25 years of research experience with topics including racial identity development, multicultural counseling competency, disability policy issues, education & workforce diversity, and mentoring.

Dr. Middleton’s professional identity is counselor education. She has decades of experience teaching courses such as Multicultural Issues in Counseling, Counseling Theory & Practice, Counseling and Human Services, Writing for Research and Publication in Counseling, and Speech and Hearing core courses. 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.

Dr. Middleton has more than two decades of experience with leadership in a variety of areas to include: working with public schools in strategic planning for equitable school funding in concert with the Coalition of Rural and Appalachian Schools (CORAS), 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.

She also serves as an elected Board Member-At-Large with the American Association of Colleges for Teacher Education (AACTE), and as an Executive Committee member at-large with the Council of Academic Deans from Research Education Institutes (CADREI).

Cheryl Redfield, NBCT

Cheryl Redfield, NBCT

Council Co-Chair ​Teacherpreneur Highland Junior High School Mesa. AZ

Cheryl Redfield, NBCT

Council Co-Chair ​Teacherpreneur Highland Junior High School Mesa. AZ

Cheryl A. Redfield, a National Board Certified Teacher in English Language Arts, is a 2014-15 Teacherpreneur from Gilbert, Arizona. The greatest influences on her instructional practice are the 21st century skills she cultivates in all students: critical thinking, problem resolution, global collaboration, and the effective communication of ideas, “These skills are fundamental to our children’s success, regardless of whether they choose to attend college and/or pursue a career.”

In addition to her work with the Center for Teaching Quality, Redfield served on the board of directors for the Council for the Accreditation of Educator Preparation, on the Model Code of Ethics for Educators task force for NASDTEC, and on the Teacher Advisory Council for the Bill and Melinda Gates Foundation. She is a member of the National Council of Teacher of English, the National Education Association as well as her state association AEA, and the Arizona Teacher Solutions Team.

You can read more about Redfield’s thoughts on teaching and learning at, Diary of a Divergent Teacher Leader, as well as by following her on Twitter @caredfield.

Redfield and her husband Jerry have four adult children: Tres, Angela, Philip, and Joshua. Tres, a graduate of Wheaton College (’05), teaches AP Macro-Economics at a boarding school in Changsha, Hunan- China. Angela (Chuck), also a graduate of Wheaton College (’09), serves on the Law Review at DePaul University College of Law; they are the proud parents of two little girls, Mikayla and Callie. Philip is a screenwriter and an MLB blogger who currently resides in Chicago. Joshua, also a screenwriter as well as an actor, lives in New York. When she’s not writing or speaking, Redfield enjoys dystopian novels and movies as well as hiking the mountain trails and canyons of Arizona.

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.

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.