College of Education, Criminal Justice, & Human ServicesCollege of Education, Criminal Justice, & Human ServicesUniversity of CincinnatiCollege of Education, Criminal Justice, & Human Services

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National Board of Professional Teaching Standards

National Board Certification promotes better teaching, better learning and better schools. This online coursework is the academic preparation for teachers who desire this additional credential.

Enrolled teachers may begin online courses any term. This program provides a research to practice professional development model and is approved by the Ohio Department of Education. Through the School of Education, all teacher preparation programs are NCATE-approved. Up to 10 hours may be applied towards the Curriculum and Instruction Master's Degree, Teaching and Learning.

Teachers who currently hold this national credential have reported improved teaching practices which resulted in improved student learning, opportunities for teacher leadership roles while still in the classroom and added incentives from their school districts.

For more information, please visit:


Quick Info

Program Code





Distance Learning Only


Curriculum & Instruction
College of Education, Criminal Justice, and Human Services


Kay Wortham
Phone: 513-556-3599

Student Success Factors

Proposition 1: Teachers are Committed to Students and Learning

  • NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
  • They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
  • NBCTs understand how students develop and learn.
  • They respect the cultural and family differences students bring to their classroom.
  • They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
  • NBCTs are also concerned with the development of character and civic responsibility.

Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.

  • NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
  • They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
  • They are able to use diverse instructional strategies to teach for understanding.

Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.

  • NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused. 
  • They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals. 
  • NBCTs know how to assess the progress of individual students as well as the class as a whole. 
  • They use multiple methods for measuring student growth and understanding, and they can clearly explain student performance to parents.

Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience.

  • NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things.
  • They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.
  • They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.

Proposition 5: Teachers are Members of Learning Communities.

  • NBCTs collaborate with others to improve student learning.
  • They are leaders and actively know how to seek and build partnerships with community groups and businesses.
  • They work with other professionals on instructional policy, curriculum development and staff development.
  • They can evaluate school progress and the allocation of resources in order to meet state and local education objectives.
  • They know how to work collaboratively with parents to engage them productively in the work of the school.


















Career Possibilities

  • If participants (educators) successfully obtain National Board Certification, they will be credentialed as a National Board Certified Teacher, designated as a Master Teacher in Ohio, and eligible for the Lead Professional Educator License.
  • Certification helps expand influence and expertise. Many NBCTs positively impact curricular decisions, chair departments and serve as faculty voices to policymakers and other stakeholders.
  • Certification provides routes for NBCTs to advance as master teachers,school leaders and mentors without leaving the classroom.
  • Many states recognize National Board Certification as sufficient proof for state licensure, allowing movement from state to state.
  • Many states and hundreds of local districts offer salary incentives for NBCTs.
  • Certification contributes to Continuing Education Units.
  • Certification meets most states' definition of "highly qualified teacher" under NCLB.

Additional career options are listed on the Center for Exploratory Studies website.

Major Details

The National Board Certification prep program will include a course sequence that has been modeled after the National Board Standards for the Teaching Profession, emphasizing specific skills, processes, and reflective analysis required for successful completion of the National Board for Professional Teaching Standards portfolio and assessment center activities. If participants (educators) successfully obtain National Board Certification, they will be credentialed as a National Board Certified Teacher, designated as a Master Teacher in Ohio, and eligible for the Lead Professional Educator License. Courses will be taught by faculty recognized as being qualified by the National Board Certified Teacher credential.


These tools assist students to identify course requirements and individual progress toward completion of academic programs. It is important to utilize these resources with personalized guidance from a UC academic advisor regularly to ensure timely graduation..

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UC Advantages and Special Opportunities

After completing the five National Board preparatory courses, participants will be exceptionally equipped to complete the National Board portfolio and assessment center exercises. All courses are delivered by National Board Certified Teachers who have assisted National Board candidates for over ten years.

All courses are designed to exemplify the National Board for Professional Teaching standards and to provide participants the kinds of classroom experiences that will facilitate their future completion of the National Board portfolio. Attention is given to the specifics of the portfolio—the related standards, the directions of the portfolio entries, classroom analysis of classroom achievement, reflecting on professional practice, purposeful professional development, and the three types of writing characteristic of portfolio entries.

Faculty will guide those who apply for National Board Certification through the portfolio development and submission process.

Because this program is offered online, students can live anywhere in the United States and accomplish the goals of this program, to prepare for National Board Certification process.

Admission Requirements

  • Undergraduate GPA of at least 3.0 on 4.0 scale
  • Submission of a copy of your current and active teaching license

Graduation Requirements

Successful completion of each of the required courses with at least a C grade

Application Deadlines

Admission Term

Application Deadline

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The University of Cincinnati is accredited by the North Central Association of Colleges and Schools.

Gainful Employment Disclosure

Effective July 1, 2011, federal regulations published in the Federal Register on October 29, 2010 [75 FR 66665 and FR 66832] by the U.S. Department of Education require postsecondary institutions that participate in the student financial assistance programs authorized under Title IV of the Higher Education Act of 1965 (HEA), as amended, to disclose to prospective students certain information about the institution's GE Programs.

Generally, GE Programs include:

  • At public and private not-for-profit institutions: Title IV-eligible non-degree programs (e.g., certificate and diploma programs).
  • At for-profit institutions: All Title-IV eligible instructional programs, degree and non-degree.