Elementary schools with clusters of board-certified teachers and candidates showed higher teacher influence, innovation, and slightly higher collective responsibility¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Compared with similar schools without such clusters, elementary schools with four or more board-certified teachers and/or candidates showed higher teacher influence and innovation and slightly higher collective responsibility, with no differences in peer collaboration or reflective dialogue. → Penny Bender Sebring 2004

Evidence¶

Penny Bender Sebring 2004¶

Penny Bender Sebring, Susan Sporte, Stephen Ponisciak, Elaine Allensworth. (2004). Principal and Teacher Leadership in Chicago: Early Evidence on Two Initiatives. Consortium on Chicago School Research at the University of Chicago. https://consortium.uchicago.edu/publications/principal-and-teacher-leadership-chicago-early-evidence-two-initiatives

q2 · i? · associational · r2

Analysis controlling for school size, type, and demographic characteristics, comparing 18 elementary and six high schools with clusters against other schools on one leadership and four professional capacity measures. No high school differences were found.

"There were 18 elementary schools and six high schools with clusters of four or more teachers who were board certified and/or candidates for certification (and who participated in the survey). The elementary schools with clusters of board-certified teachers and candidates showed higher levels of teacher influence and innovation and slightly higher levels of collective responsibility."

Discussion¶

Related Claims¶

• Elementary schools with clusters of three or more NBCTs demonstrate greater strength on 7 of 12 essential supports measures — related
• High schools with clusters of at least three NBCTs score higher on professional capacity measures — related
• Two LAUNCH elementary schools with NBCT clusters showed significantly positive differences on 8 of 16 school measures — related
• Board-certified teachers were twice as likely as other teachers to hold school leadership roles, and about two-thirds led professional development — related
• School organizational supports are associated with more interactive and less didactic instruction — related
• No significant differences in one-year learning gains between schools with NBCT clusters and similar schools — related
• Principals rated board-certified teachers higher than other experienced teachers on seven competence areas, most often 'extraordinary' — related
• Schools with teams of Fund-supported leaders and NBCT clusters show few differences from other schools — related