Leverage of National Board Candidacy An »

Jana Hunzicker is an August 2006 graduate of Illinois State University (ISU) in Normal where she earned a Doctor of Education degree in Curriculum and Instruction. Intrigued by the potential of the National Board for Professional Teaching Standards (NBPTS) to improve
American education, her dissertation explores the influence of the NBPTS certification process on teacher learning and student learning experiences. She holds a master's degree in Educational Administration from Bradley University in Peoria and is currently completing requirements for the Illinois superintendent's endorsement through ISU. A native of Illinois, Dr. Hunzicker taught eighth grade language arts at Broadmoor Junior High School in Pekin District 108 for seven years before moving into school administration. Serving three years as Dean of Students at ISU's Thomas Metcalf School, she served as principal of Paul Bolin School and Neil Armstrong School in East Peoria District 86 for a total of five years, and as principal of Lincoln Grade School in Washington District 52 for one year. She has also taught part time at Illinois Central College in East Peoria. Currently writing and consulting, Dr. Hunzicker lives in her hometown of Washington with her nephews, Tyler and Jace.

The Leverage of National Board Candidacy is written for teachers considering the pursuit of National Board certification as well as for those currently engaged in the certification process. Capturing the experiences of Anne, Barbara, and Jamie, three teachers who sought NBPTS certification during the 2004, the book vividly describes their teaching practices, guiding philosophies, and thought processes before exploring each teacher's learning as it occurred during the certification year. Comparing the three teachers' certification experiences to the findings of recently conducted research, the book explores characteristics of readiness for National Board candidacy, common learning outcomes of the NBPTS certification process, and possible explanations for the varying nature and degree of learning that occurred for the three teachers through the experience. The final chapter presents the theory of leverage during National Board candidacy, an interactive dynamic that creates an uncomfortable yet positive pressure that makes the pursuit of National Board certification one of the most powerful professional development experiences currently available to teachers.