The National Education Association (NEA), the California Teachers Association (CTA), the UCLA National Board Project, and the National Board Resource Center at Stanford (NBRC) are partnering to hold fully-funded cohorts of Black, Indigenous, People of Color (BIPOC) teachers committed to earning National Board Certification and serving as teacher-leaders in their communities.
UCLA NBPTS BIPOC Cohort 2
Certification Support Services include:
- Regular online community-building, mentoring, and support facilitated by National Board Certified teachers of color
- Online certification support group, including regular opportunities to work with a group of educators and a National Board Certified facilitator in your content area and gradespan.
- Asynchronous materials and resources designed specifically for candidates
- Individualized coaching on writing and artifact selection for the National Board portfolio components
Aschlyee Braswell is a facilitator for the UCLA NBPTS Project and the CTA and NEA sponsored BIPOC cohort of the NBPTS Project. She holds a BA in Social Welfare with a minor in Education from UC Berkeley, an MEd in Teacher Leadership from California Lutheran University, a bilingual authorization in Spanish, and has held National Board Certification since 2017. She has taught in both California and New York with a focus in the primary grades and is currently teaching kindergarten in a Dual Language Immersion setting. In addition to her classroom work, she mentors teachers and collaborates at the district level to support reading instruction and integration of new curriculum into the school sites. Aschlyee is passionate about creating meaningful lessons that meet the needs of her diverse students and supporting and empowering educators to help their students become lifelong learners.
Griselda Lepe has over 20 years of elementary classroom experience in the 2nd largest school district in the U.S. As a first-generation Mexican-American farmworker, Griselda has a deep pride in her heritage that accompanies her professional and academic accomplishments. Griselda joined the UCLA National Board Project and immersed herself in what she describes as a transformative experience in instructional pedagogy. Griselda values connecting with students and families from different backgrounds and attributes the refinement and development of her teaching craft to the experiences gained being part of UCLA Center X. One of Griselda’s most enriching professional endeavors is her role as a National Board BIPOC facilitator because of the impact this process has on students and schools. Griselda strongly believes that supporting National Board Candidates with a similar story as hers enhances the diversity of National Board Certified Teachers and empowers BIPOC Teachers to serve their communities proudly. Griselda embraces a collaborative spirit and invites creativity in teaching and the support she provides to all candidates. Griselda currently resides in Los Angeles and has a bachelor’s degree in Business Administration from Fresno State. Griselda obtained a Master’s Degree from CSUN in Educational Leadership Studies and became a National Board Certified Teacher in 2020.
Cofley Moore serves as a secondary math classroom teacher with more than 10 years of experience. As a passionate teacher, he focuses on making difficult topics simple as he encourages minority students to take calculus. In addition to his classroom duties, he has worked to inspire young students with the Jaime Escalante Program. Cofley holds a bachelor’s in mathematics, MEd in teaching, and is National Board Certified in mathematics.
Are you an educator of color considering pursuing National Board Certification?
Are you a CTA member looking to deepen your teaching practice and connect with other educators of color? Join our cohort next year.
- Teach in a high-priority California public school
- Be a member of the California Teachers Association
- Identify as a person of color
- Meet eligibility prerequisites for National Board Certification. More info at nbpts.org.
The cohorts are selected to seek a diverse balance of the following elements: racial and ethnic diversity, geographic representation, and subject matter/grade level.