Issue link: http://educator.cta.org/i/1476161
National Certifications for Student Support Services Educators There are also national certifications that recognize student support services educators who meet rigorous standards for preparation, ethical and professional practice, and continued professional development: • Certificate of Clinical Competence in Speech- Language Pathology (ASHA-CCC): The CCC represents a level of excellence in the field of Audiology (CCC-A) or Speech-Language Pathology (CCC-SLP). Standards for certification are established by the American Speech- Language-Hearing Association's Council for Clinical Certification in Audiology and Speech- Language Pathology (ashacertified.org) • Nationally Certified School Counselor (NCSC): The NCSC is awarded through the National Board for Certified Counselors to counselors who offer the highest standards of practice for schools and students (nbcc.org) • Nationally Certified School Nurse (NCSN): The NCSN credential reflects competence and professionalism in practice. Registered Nurses must demonstrate a high level of education, clinical practice experience and knowledge (nbcsn.org) • Nationally Certified School Psychologist (NCSP): The NCSP is a credential awarded through the National School Psychology Certification System of the National Association of School Psychologists (nasponline.org). • Occupational Therapist Registered (OTR): The National Board for Certification in Occupational Therapy provides OTR certification for occupational therapists who provide just, equitable and inclusive care and professional practice through evidence-based certification practices (nbcot.org) " This BIPOC group has improved my confidence and provided support for this entire process. [It] has allowed me to dive deeper into my own practices and become a more proficient teacher." — Aaron Kelly, Lamont Teachers Association educator-leaders in the profession and in our union. "My experience with the BIPOC cohort has been inspir- ing. ese are the educators I wished I could work with on a daily basis," says Cindy Alejandrez, a member of Chowchilla Elementary Teachers Association in Madera County. "During our meetings, I learn so much from our mentors as well. I am so thankful for this experience." Work is also underway to revise CTA's version of the NEA Jump Start training for National Board Certification. CTA and Stanford NBRC are revising the curriculum, which is now called Navigating National Board, to create better opportu- nities for engagement and cultural relevance, and to align activities with the needs of California's diverse students. Changes include incorporating implicit bias awareness and using actual pedagogy in practices. Earlier this year, CTA also began hosting a virtual National Board Support Network, with facilitators and members of the BIPOC cohorts engaged as leaders of the network. e revised Navigating National Board curriculum will serve as the foun- dation of this support network for the 2022-23 school year. Current cohort members say the support has been invaluable. "I am grateful to the entire group, CTA and Stanford NBRC for this opportunity," says Kelly. "is has really had a tremen- dous impact on my self-efficacy as a teacher." 42 cta.org Teaching & Learning