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

Y

10

National Standards; Educational Change; Teacher Leadership; Instructional Leadership; Educational Improvement; Instructional Improvement; Performance Factors; Role Perception; Improvement Programs; Teacher Certification; Change Strategies; Barriers; Teacher Attitudes; Theory Practice Relationship; Program Effectiveness

10.1080/00405841.2010.487760

0040-5841

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. (Contains 1 figure, 3 tables, and 4 notes.)

As Provided

26

2010

EJ892870