The National Board Institute was founded with the overarching mission of providing evidence-based differentiated professional learning opportunities across all intersections of the teaching career continuum, grounded in the National Board Accomplished Teaching Body of Knowledge (BoK: Five Core Propositions, National Board Standards, and the Architecture of Accomplished Teaching), explicitly enriching teachers’ learning and strengthening their impact on students.
We are humbled to be funded under the competitive grant program of Senate Bill 474, Nevada’s Great Teaching and Leading Fund (2015) that prescribes changes to the professional development of teachers, school administrators, and other licensed professionals.
The National Board Institute seeks to support all Nevada educators along and throughout the teaching continuum in rural and urban school districts, regardless of organizational or institutional affiliation or geographic location.
Introducing novel models such as our Match Program (coming soon), Digital Resource Library (coming soon), and hybrid component Learning Seminars, we bring evidence-based findings to practice.
Using tools such Chromebooks, iPads, and Swivls, we efficiently facilitate learning seminars and assist candidates with component submission.
Collaborating using a variety of methods ensures our candidates get the support they need, when they need it.
Establishing clear expectations and setting accountability standards for our program leaders and candidates set us apart and maintains fidelity of program implementation.
The Institute’s Founders
Tonia Holmes-Sutton, Ed.D.
Tonia is a National Board Certified Teacher (Early Childhood Generalist) serving children, families, and educators across the country. She is a Founder and Program Director for the Nevada National Board Professional Learning Institute, empowering teachers as leaders and learners. Her primary service and support has been to children and families of high-needs communities within the Las Vegas Valley.
Locally, Holmes-Sutton serves as the National Board Network to Transform Teaching (NT3) Site Director for Nevada. Charged with the task of embedding accomplished teaching along the teacher career continuum and scaling National Board certification, she commits to serve and support National Board candidates and district educators through innovative programming and partnerships with the Nevada Department of Education, Clark County School District, University of Nevada, Las Vegas, and Nevada State College.
More globally, Holmes-Sutton serves as a Governor-appointed member on the Nevada State Board of Education and on the WestEd Board of Directors; in addition to serving as a TeachStrong Ambassador, an NEA Emerging Leader, and President of the University of Nevada, Las Vegas College of Education Alumni Association.
Katherine A. Dockweiler, Ed.D.
Katie is a Nationally Certified School Psychologist and policy researcher committed to the improvement of education systems. She is a Founder and Program Director for the Nevada National Board Professional Learning Institute, empowering teachers as leaders and learners. She is also a practicing school psychologist and works primarily with English language learners in high-needs communities.
She also serves as a member of the National Association of School Psychologists Communications Committee and as president of the Nevada Association of School Psychologists. As a recipient of the National Association of School Psychologists Government and Professional Relations Certificate of Appreciation, Dockweiler has been nationally recognized for her political action and advocacy on behalf of children in order to improve education and mental health services for children, youth, and their families.
Dockweiler has experience conducting program evaluations at the state and district levels as well as for nonprofit education organizations. She has also developed the Layers of Analysis Framework, a methodological tool for deconstructing policy text in education at the text, policy, and societal levels to determine micro- and macro- implications.
Get in Touch
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