Learning to lead with purpose: National Board Certification and teacher leadership development

Abstract

How do teachers decide what leadership work to engage? This exploratory study examined the leadership activities and responsibilities that National Board Certified Teachers identified prior to and after achieving National Board Certification. We conducted structured interviews with a diverse group of 15 National Board Certified Teachers from a metropolitan region in the USA. Teachers described that the National Board Certification process influenced their leadership in three ways: (1) opportunities for leadership; (2) choices of leadership activities and responsibilities; and (3) approaches to leadership activities and responsibilities in which they engage. Implications for teacher leadership development around articulation of purpose for what leadership opportunities to engage are discussed.