Abstract
Purpose. The first purpose of this study was to determine the specific leadership practices National Board certified teachers demonstrate that contribute to improved standards-based student achievement at their schools. The second purpose of this study was to determine what other leadership roles principals encourage their National Board certified teachers to engage in that contribute to improved standards-based student achievement at their school and in their districts. Methodology. Descriptive research and mixed methods were used in this study. The sample included five Northern California elementary schools. The principal, one or two National Board Certified Teachers, and three to six colleagues at each school received surveys (N=41). Thirty-three were completed and returned (82 percent). The principal and one National Board certified teacher at each school also completed a face-to-face interview (N=10). Descriptive statistics were used to analyze the survey. Qualitative data from open ended survey questions and interviews were analyzed and presented in frequency tables. Findings. National Board certified teachers: (1) initiate informal coaching situations with colleagues, (2) reflect on classroom lessons with colleagues to improve their teaching practices, and (3) develop or revise materials from existing resources, rather than create entirely new materials in order to meet specific student needs at their schools. Principals assign National Board certified teachers specific leadership roles as: (1) coaches for peers, (2) grade-level leaders, or (3) members of district committees. However, principals did not create new, unique leadership roles for National Board certified teachers at their school sites. Principals reported that National Board certified teachers are collaborative and perceived as respected school leaders by their colleagues. Conclusions. National Board certified teachers (1) expand the instructional capacity of their colleagues, (2) accelerate schoolwide instructional improvement through the collaboration and support of their colleagues, (3) use their instructional leadership practice to improve standards-based student achievement, but (4) do not work with their school principals as formal co-instructional leaders. Recommendations. Replicate this study with a larger sample size to identify specific formal and informal leadership roles National Board certified teachers demonstrate that contribute to improved standards-based student achievement.