Over half of the respondents indicated that they have engaged in the following behaviors since obtaining board certification:

  • mentoring other teachers pursuing board certification (90 percent);

  • mentoring struggling teachers (83 percent);

  • developing or selecting materials to support student learning (80 percent);

  • involvement in school or district leadership activities (68 percent);

  • developing instructional strategies or curricula (62 percent);

  • developing teacher professional development programs or activities (58 percent);

  • speaking publicly about national board certification (57 percent);

  • highlighted as experts by the school, press, or community (53 percent);

  • seeking grants to support teaching and learning (53 percent); and

  • working with teacher preparation programs at colleges (51 percent).

A separate question asked if the respondent had been involved in the activity prior to becoming board certified, and participation is reported as a percentage of those who indicated they are currently involved in the activity. For each of the activities listed above, more than half of the respondents indicated that they had been involved in these leadership activities prior to obtaining board certification.

Another question asked about the impact of certification on obtaining or keeping these leadership roles. The leadership roles that appear to be most affected by obtaining board certification all involve NBPTS in some way. For example, over half say that obtaining board certification had an impact on participation in a network of NBCTs, mentoring NBPTS candidates, advocating for board certification, speaking publicly about board certification, and helping the NBPTS to offer board certification. Very few of the respondents indicate that board certification had an impact on their engaging in other leadership roles.

The majority of respondents agreed (strongly or somewhat) with statements about the positive effects of leadership activities. For example, they agreed that participation in leadership activities enhanced career satisfaction, made them feel more significant in the profession, increased effectiveness as an educator, increased desire to remain in the profession, make them feel that the profession has a lot to offer. These statements all represent positive aspects of such participation. The report does not include any negative statements, such as leadership activities are time-consuming or it is difficult to make time for leadership activities.

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