Exploring the Relationship Between Accomplished Teaching Through National Board Certification

176 Pages·2017·1.25 MB·English

by  Kathleen M. Sottile

Indiana University of Pennsylvania
Knowledge Repository @ IUP
Theses and Dissertations (All)
4-29-2014
Exploring the Relationship Between Accomplished
Teaching Through National Board Certification for
Teachers and Teacher Leadership in New York
State
Kathleen M. Sottile
Indiana University of Pennsylvania
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Sottile, Kathleen M., "Exploring the Relationship Between Accomplished Teaching Through National Board Certification for Teachers
and Teacher Leadership in New York State" (2014).Theses and Dissertations (All). 363.
http://knowledge.library.iup.edu/etd/363
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EXPLORING THE RELATIONSHIP BETWEE N ACCOMPLISHED TEACHING THROUGH
NATIONAL BOARD CERTIFICATION FOR TEACHERS AND TEACHER LEADERSHIP
IN NEW YORK STATE

A Dissertation
Submitted to the School of Graduate Studies and Research
in Partial Fulfillment of the
Requirements for the Degree
Doctor of Education

Kathleen M. Sottile
Indiana University of Pennsylvania
May 2014
Indiana University of Pennsylvania

School of Graduate Studies and Research
Department of Professional Studies in Education

We hereby approve the dissertation of

Kathleen M. Sottile

Candidate for the degree of Doctor of Education

Kelli Paquette, Ph.D.
Professor of Professional Studies in Education,
Co-chair
Indiana University of Pennsylvania

Alison Rutter, Ed.D.
Associate Professor of Early Childhood &
Elementary Education, Co-chair
East Stroudsburg University

Douglas Lare, Ed.D.
Professor of Professional and Secondary Education
East Stroudsburg University

ACCEPTED

Timothy P. Mack, Ph.D.
Dean
School of Graduate Studies and Research

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Title: Exploring the Relationship Between Accomplished Teaching Through National Board
Certification for Teachers and Teacher Leadership in New York State

Author: Kathleen M. Sottile
Dissertation Chair: Dr. Alison Rutter
Dissertation Committee Members: Dr. Kelli Paquette
Dr. Douglas Lare

New York State is in the midst of vast education reform. This Education reform has
produced an environment in which the traditional roles of school personnel have been
restructured and standards of accountability have been increased. Teacher leadership has
become a vital force in the success of many organizations. Additionally, the rigorous teaching
standards of National Board of Professional Teaching Standards denote accomplished teaching, a
prerequisite to teacher leadership. The purpose of this mixed method study was to explore the
relationship between accomplished teaching through National Board Certification for teachers
and teacher leadership in New York State. This study measured the extent to which the
achievement of National Board Certification for Teachers promotes teacher leadership in the
hope that substantive change, resulting in increased student learning and achievement, will be
promoted and supported in the future.
The methods employed by this study were both quantitative and qualitative in nature.
The population consisted of middle and secondary teachers in New York State. A sample of 426
National Board Certified teachers and a control group of 511 non-NBC teachers were
electronically surveyed. In addition, a random sample of 15 NBCTs were chosen to further
elaborate on their perceptions and roles of teacher leadership. Five principals from districts with
a high concentration of NBCTs were also interviewed. This study may provide useful
information to school and district administrators, as well as aspiring teacher leaders, NBCTs, and
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National Board Certification candidates as they work to enhance the professional practices

within their organization in an effort to meet the constantly changing demands of the current
educational reforms and simultaneously ensure that student achievement continuously grows.
Teacher preparation programs may also find this information useful as they prepare future
teachers for the evolving profession of teaching.

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ACKNOWLEDGEMENTS

Many people, in fact a whole village of people, are responsible for the completion of this
dissertation. First and foremost, Alice Bowman, the inspiration for this research topic, who lived
and breathed this study alongside of me, I cannot thank you enough for your words of wisdom,
written and spoken, and the time you spent in collaboration on this project.
Dr. Rutter, who motivated me to persist, and encouraged me along the way, I will be
forever grateful for your support. You believed in me when even I doubted myself. You kept
my eyes on the prize and provided direction when it was needed. I could not have done this
without you. Ever!
Dr. Lare, who I promised I would never let down, thank you for the work that you do for
the Doctoral Program and the National Board for Professional Teaching Standards. Your input
along the way, and the direction you sent this project, have been instrumental in its completion
and success. Thank you.
I would also like to thank Dr. Kelli Paquette; your participation on my dissertation
committee has been extremely helpful. Your attention to detail and insight into this study have
certainly made all the difference.
Jill Bamberger, you are a masterful writer, editor, and friend. Your support, editing
skills, and brilliant sense of humor made this study possible. Thank you for laughing with me,
and not at me, throughout the process. You are a gem.
Without the help of my friends and family, this study would never have come to fruition.
Dr. Kathleen Gulbin and George (the Rock) Gulbin, my Long Beach family and greatest friends,
thank you from the bottom of my heart. The many hours of rehearsal and the encouragement
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that you provided were not surprising, that is who you are, but made it possible for this project to

be completed. Thank you.
I am blessed to have a family who stick by me no matter what. My husband, Lou, and
children, Luigi and Mia, you have always believed in me. Thank you. I love you. Dad, you are
my biggest fan. You taught me to see the sky as the limit, and have always been there beside
me, no matter what. Melissa, “Sister Sledge”, my role model, and brothers Ralph and Patrick –
growing up in our family has made all the difference. You all taught me how to see something
through to the end, and in that way you have played a major role in this study. I would not be
who I am today, would not have had the courage to begin a doctoral program, let along complete
a dissertation, if it weren’t for my girls, mom and Katie. You have always provided me with
love and hope, and I know that you are smiling down on me now. I love and miss you both.
To my colleagues at Floral Park Memorial High School, Dr. Ralph Ferrie, Superintendent
of Schools, Stan Johnsen, Brian Sharkey, Dr. Stephanie Scolieri, Samine Charles-Pierre, and
Barbara Cercone, thank you for putting up with me and picking up the slack when I needed you
to. You are the best group of professionals a person could ask for in a school!
Finally, this dissertation is dedicated to the memory of Dr. John R. Williams, a master
teacher, master leader, and master friend. Thank you.

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TABLE OF CONTENTS

Chapter
Page
I THE PROBLEM....................................................................................................... 1
Introduction............................................................................................................... 1
Statement of the Problem.......................................................................................... 8
Purpose of the Study................................................................................................. 11
Research Questions................................................................................................... 12
Definition of Terms.................................................................................................. 13
Limitations of the Study........................................................................................... 18
Significance of the Study.......................................................................................... 19
Summary.................................................................................................................. 20

II REVIEW OF THE LITERATURE.......................................................................... 22
Introduction............................................................................................................... 22
Review of the Literature........................................................................................... 24
Related Studies......................................................................................................... 26
Distributive Leadership............................................................................................ 31
York-Barr and Duke Framework.............................................................................. 33
Definitions of Teacher Leadership........................................................................... 39
National Board Certification for Teachers................................................................ 41
What Do Teacher Leaders Do?................................................................................. 43
Conditions Influencing Teacher Leadership............................................................. 46
Teacher Leader Preparation...................................................................................... 49
The Effects of Teacher Leadership........................................................................... 50
Development of the York-Barr and Duke Framework for Teacher Leadership....... 52
Conceptual Framework............................................................................................. 57

III METHODOLOGY................................................................................................... 60
Background of the Problem...................................................................................... 60
Research Problem..................................................................................................... 61
Research Purpose...................................................................................................... 61
Research Questions................................................................................................... 62
Research Design....................................................................................................... 63
Population................................................................................................................. 64
Data Collection......................................................................................................... 65
The Survey Instrument............................................................................................. 68
Teacher Semi-structured Interview........................................................................... 72
Principal Semi-structured Interview......................................................................... 72
Data Analysis............................................................................................................ 72
Quantitative Data Analysis....................................................................................... 72
Qualitative Data Collection...................................................................................... 73
Qualitative Data Analysis......................................................................................... 73
Overall Analysis....................................................................................................... 74
Ethics and Confidentiality........................................................................................ 75
Assumptions, Limitations, and Delimitations.......................................................... 75
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Summary................................................................................................................... 76

IV FINDINGS................................................................................................................ 78
Introduction............................................................................................................... 78
Research Questions................................................................................................... 79
Data Collection......................................................................................................... 80
Analysis of Demographics........................................................................................ 81
Analysis of Themes.................................................................................................. 83
Participation in Leadership Activities Beyond the Classroom................................. 84
Teacher interviews............................................................................................... 87
Formal Teacher Leadership................................................................................ 87
Informal Teacher Leadership............................................................................... 88
Principal Interviews............................................................................................. 91
Sense of Leadership Responsibility to the Profession.............................................. 93
Teacher Interviews............................................................................................... 94
Principal Interviews............................................................................................. 96
Perception of Influence On School-wide Policy Development................................ 97
Teacher Interviews............................................................................................... 99
Principal Interviews............................................................................................. 100
Reports of Career Satisfaction Due to School Leadership Roles............................. 101
Teacher Interviews............................................................................................... 103
Principal Interviews............................................................................................. 103
Perceptions of Administrator Support for Teacher Leadership............................... 105
Teacher Interviews............................................................................................... 106
Principal Interviews............................................................................................. 108
Summary................................................................................................................... 110

V CONCLUSIONS AND RECOMMENDATIONS................................................... 112
Introduction............................................................................................................... 112
Summary of Results.................................................................................................. 115
Discussion of Findings............................................................................................. 116
Demographics...................................................................................................... 116
Participation in Leadership Activities Beyond the Classroom................................. 117
Sense of Leadership Responsibility to the Profession.............................................. 118
Perception of Influence on School-wide Policy....................................................... 119
Career Satisfaction.................................................................................................... 120
Administrative Support for Teacher Leadership...................................................... 121
Limitations................................................................................................................ 122
Implications for Practice...................................................................................... 124
Lack of Time........................................................................................................ 124
New York State Certification Requirements vs NBCT....................................... 125
Principal Awareness............................................................................................ 127
Support................................................................................................................. 129

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The Power of the Teacher ………………………………………………………… 129

Recommendations for Further Study....................................................................... 130
Conclusion............................................................................................................... 132

REFERENCES .................................................................................................................................. 135

APPENDICES .................................................................................................................................. 150

Appendix A - School Leadership Survey................................................................. 150
Appendix B - Email permission to use the survey................................................... 157
Appendix C - Email to teachers............................................................................... 159
Appendix D - Consent to participate in research...................................................... 160
Appendix E - Email to principals - School Leadership Survey................................ 162
Appendix F - Teacher interview question form - NBCTs........................................ 163
Appendix G - Interview question form - principals............................................... 164

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