Effects of National Board-Certified Instructional Leaders on Classroom Practice and Student Achievement of Novice Teachers
*Names in bold indicate Presenter
Purpose: Using a quasi-experimental design, the study addresses two research questions: (1) What is the effect of NBCT mentors on the classroom practice of novice teachers in Grades K–12? (2) What is the effect of NBCT mentors on the achievement of mentored teachers’ students in Grades 4–8? Our sample for the analysis of classroom practice of novice teachers includes 12 teachers mentored by NBCTs and 48 teachers mentored by non-NBCTs. Our sample for the analysis of student achievement includes 116 students of NBCTs-mentored teachers and 57 students of non-NBCTs-mentored teachers.
Findings: We find no statistically significant relationships between the classroom practice of novice teachers mentored by NBCTs and novice teachers mentored by non-NBCTs. However, the effect sizes are meaningful and show that novice teachers mentored by NBCTs experienced a 0.28 standard deviation greater growth than teachers mentored by non-NBCTs in classroom practices related to the emotional support of students and classroom organization. The study did not have sufficient power for the estimates of classroom practices to reach the level of statistical significance. Our results for student achievement, however, suggest that students taught by teachers mentored by NBCTs have a higher level of achievement than students taught by teachers mentored by non-NBCTs. The effect size is 0.18 SDs and the difference is statistically significant.
Significance: The current study is the first to use a rigorous design to directly examine the effect of NBCTs as instructional leaders. While some relationships examined in the study were not statistically significant, all effect sizes are meaningful and larger than what is often found in educational research. We interpret results as encouraging, suggesting that schools and districts may benefit from deploying NBCTs in roles that will position them to provide instructional support to other teachers. The study’s findings also suggest the need for additional rigorous studies to examine the effectiveness of NBCTs as instructional leaders.