“My mom always wanted me to be a teacher, but I ran from that,” says Troy Chafin as he describes the path that led him to be a science and mathematics teacher at Woodford County Middle School. Instead of teaching, Troy became an engineer, working specifically with the bonding of wood. After a few years in that industry, he earned a degree in journalism and became a crime journalist in Cincinnati. Troy loved writing and reporting as his profession, but he again found himself looking for a change in career; he desired an occupation with a more consistent schedule. When discussing the matter with his mother one Christmas, she again suggested he consider teaching. Troy looked at her and said, “You know what? I am going to become a teacher.”
Since Mr. Chafin has experienced careers that are vastly different from teaching, he holds a deep appreciation for the aspect of education that is not found in most professions: impacting the lives of children. Troy says, “My favorite part of this job hands down is the kids.” He goes on to describe how kids keep you vibrant and bring energy with them each day. Mr. Chafin especially loves getting to see kids progress and develop over the course of the year and as they continue through middle school. “This is a chance to impact people on levels you don’t even perceive...At the end of the day, it’s the relationships and bonds that pay the long-term dividends in people’s lives.”
His passion for his students was the driving force to start the process of obtaining his National Board Certification. He says, “The one thing that is entirely focused on becoming a better teacher is National Board. For me, it fits exactly with what I needed, which was focusing on what you’re doing well and what you can improve on as a teacher. I really wanted to get better as a teacher, and I definitely did, no doubt about it.”
The certification process consists of the following four components: Content Knowledge, Differentiation in Instruction, Teaching Practice and Learning Environment, and Effective and Reflective Practitioner. Troy explains, “You’re asked to take a really long, hard look at all of four of those aspects. Once you do, you start to evaluate what you’re doing well with them and identify areas you can grow...It’s extremely reflective. You’re always thinking, ‘What am I doing? What’s working and what isn’t?” According to Troy, the process helps “steer you in a certain pathway and thought process of being reflective, being proactive, being with it and engaged.”
The process of obtaining National Board Certification has been extremely beneficial for Mr. Chafin. He says that he now has the tools to recognize when a lesson or activity isn’t clicking with students. “I can walk around the room, and I am now more in tune to who is getting it and who is not...more than I ever was prior [to the certification]... I used to lean heavily on an exit slip to see if they’ve got it. Now, through the process, I can read body language. I can see facial expressions. I can take a quick glance at their work… I can see when something isn’t working.” Not only is Troy able to recognize these nonverbal cues from his students, but he now feels prepared to switch things up in the moment to ensure that his instruction fits with what his students need.
As a district, we are thrilled that Troy had such a positive experience with the National Board Certification process. It is exciting to see how he immediately began implementing new strategies for instruction in his classroom. We know that our students benefit tremendously from his dedication, hard work, and self-reflection. Congratulations, Mr. Chafin, on becoming a National Board Certified Teacher! We are so proud of you!
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