Increasing measurable student achievement is a primary goal for K-12 institutions worldwide. To this end, Instructional Leaders must be knowledgeable concerning instructional best practices, technology, and current research in education. This paper examines professional development for Instructional Leaders utilizing an accomplished teaching model that employs National Board for Professional Teaching Standards resources as the basis for instruction. Within the context of this paper, Instructional Leaders are defined as administrators that spend 50% or more of their time in direct delivery of instructional services to the following: teachers, principals, and/or other educators in administrative or supervisory positions.
Cite this paper
Roberts, T. , Seay, C. and Bellamy, D. (2022). Transforming the Instructional Leadership Professional Development Landscape Utilizing National Board for Professional Teaching Standards (NBPTS) Resources. Open Access Library Journal, 9, e9372. doi: http://dx.doi.org/10.4236/oalib.1109372.
Lavigne, H.J., Shakman, K., Zweig, J. and Greller, S.L. (2016) Principals’ Time, Tasks, and Professional Development: An Analysis of Schools and Staffing Survey Data (REL 2017-201). Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands, Washington DC.
Taie, S. and Goldring, R. (2019) Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results from the 2017-18 National Teacher and Principal Survey First Look (NCES 2019-141). U.S. Department of Education, National Center for Education Statistics, Washington DC.
Zepeda, S.J., Jimenez, A.D. and Lanoue, P.M. (2015) New Practices for a New Day: Principal Professional Development to Support Performance Cultures in School. Learning Landscapes, 9, 303-332. https://doi.org/10.36510/learnland.v9i1.759
Rusbult, C., Martinez, J.M. and Agnew, C.R. (2005) The Investment Model Scale: Measuring Commitment Level, Satisfaction Level, Quality of Alternatives, and Investment Size. The Journal of International Association of Relationship Research, 5, 357-387. https://doi.org/10.1111/j.1475-6811.1998.tb00177.x
Bichi, A.A. and Talib, R. (2018) Item Response Theory: An Introduction to Latent Trait Models to Test and Item Development. International Journal of Evaluation and Research in Education, 7, 142-151. https://doi.org/10.11591/ijere.v7i2.12900
Meijer, R.R. and Baneke, J.J. (2004) Analyzing Psychopathology Items: A Case for Nonpara-Metric Item Response Theory Modeling. Psychological Methods, 9, 354-368. https://doi.org/10.1037/1082-989X.9.3.354
Parvathy, V. (2019) Perceptions of Teachers and the School Management Teams of the Leadership Roles of Public School Principals. South African Journal of Education, 39, 1-14. https://doi.org/10.15700/saje.v39n2a1534
Westberry, L. and Zhao, F. (2021) A Psychometric Look at Principal Professional Development. International Journal of Education Policy and Leadership, 17, No. 7.
Hertz, B., Grainger Clemson, H., Tasic Hansen, D., Laurillard, D., Murray, M., Fernandes, L., Rutkauskiene, D., et al. (2022) A Pedagogical Model for Effective Online Teacher Professional Development—Findings from the Teacher Academy Initiative of the European Commission. European Journal of Education, 57, 142-159.
Hill-Jackson, V., Ladson-Billings, G. and Craig, C.J. (2022) Teacher Education and “Climate Change”: In Navigating Multiple Pandemics, Is the Field Forever Altered? Journal of Teacher Education, 73, 5-7. https://doi.org/10.1177/00224871211060138