Teacher leadership for excellence in US National Blue Ribbon Schools

ABSTRACT

National Blue Ribbon Schools (NBRS) are a select group of US schools, identified annually, in recognition for their success at either (a) overall student achievement or (b) achievement gap closing. The first purpose of this qualitative study was to examine teacher leadership in a sample of US NBRS for alignment with contemporary standards for teacher leadership. Second, this study was designed to determine what supports are available for teacher leaders in these schools. The written applications of 25 US NBRS from 2019 were examined. Results included five themes: How US NBRS Support Teacher Leadership, Teachers as Instructional Leaders, Teachers as Decision Makers, Teachers as Agents of Change and Professional Growth, and Teachers as Leaders Beyond their Schools. Results aligned strongly with the Standards with respect to instructional leadership, decision making input, and leading beyond their schools. Results did not align with the Standards with respect to teacher leadership for improving family/community connections or equity. Supports for teacher leaders included a culture of risk taking, trust in teachers, espoused leadership expectations, and shared leadership, in addition to systems within which teacher leaders could operate. Overall, teacher leadership was referenced consistently by all sampled schools, indicating its importance in their success.

Acknowledgments

There are no acknowledgements to disclose.

Disclosure statement

There are no conflicts of interest to disclose. This research was not funded. The researcher has no connection to the US National Blue Ribbon Schools Program or any of the studied schools.

Additional information

Notes on contributors

Jeremy D. Visone

Jeremy D. Visone is Assistant Professor of Educational Leadership, Policy & Instructional Technology at Central Connecticut State University, where he serves as the Partnership Liaison to public school districts. He is a former public school administrator at the elementary and secondary levels. He researches teacher leadership, collaborative structures for teachers, practices of National Blue Ribbon Schools, teacher evaluation, problem-solving skill development for aspiring leaders, and equity issues.