Possibilities and Potential for Improving Instructional Leadership: Examining the Views of National Board Teachers

Abstract

The expectation for schools to continually improve outcomes for students underscores the importance of tapping teacher leaders' contributions in school improvement and renewal efforts. As National Board (NB) certification has become a common feature of state and district policies to improve teaching and learning, it is worthwhile to explore how this effort has shaped the context and contributions of teacher leadership. Both recent research and a statewide survey of National Board Certified Teachers (NBCTs) suggest that NBCTs may be in a strong position to help support school improvement initiatives. Echoing other studies, findings indicate that NBCTs bring considerable leadership experience to their work and are willing to be engaged in activities necessary to improve teaching and learning. The authors discuss perceived barriers in assuming leadership roles and conclude with approaches that schools, districts, and the National Board for Professional Teaching Standards may take to better tap the leadership potential of accomplished teachers.

Notes

1. The propositions include:

	Teachers are committed to students and their learning.
	Teachers know the subjects they teach and how to teach those subjects to students.
	Teachers are responsible for managing and monitoring student learning.
	Teachers think systematically about their practice and learn from experience.
	Teachers are members of learning communities (NBPTS, 1989, pp. 3–4).

2. Challenging schools in Washington are defined as elementary, middle, and high schools with, respectively, at least 50%, 60%, and 70% of the students receiving free or reduced price lunch.

3. Surveys were provided by SRI (from the Impact of National Board Certified Teachers on Low-Per-forming Schools project) and Inverness Research Associates (from the evaluation of the Washington Initiative for National Board Teacher Certification).

4. Participants only included teachers who were working in the education system in Washington state. Respondents who were either retired or working in other states were excluded from the final data set. The full report with survey methodology and demographic and professional characteristics of NBCTs may be found at http://depts.washington.edu/ctpmail/PDFs/NBCTinWA.pdf