Teacher Education and Professional Development Commons^™

The Effects Of A Shared Vision Of Teacher Leadership On Classroom Teachers’ Instruction, Tiffany L. Bockelmann

The Interactive Journal of Global Leadership and Learning Infographics

Many models of instructional teacher leadership exist in schools with various outcomes for teachers. The aim of this illustrative case study was to understand systemic alignment in a formal teacher leadership system and how this alignment impacted instructional change. This dissertation was framed by three research questions: 1) How do the rationales of teachers, teacher leaders, and administrators regarding teacher leadership in their school align? 2) How does the coherence of a system of leadership impact classroom teachers’ abilities to engage with formal teacher leaders? 3) How does the coherence of a system of leadership impact classroom teachers’ abilities to …

Leading The Initial Implementation Phase Of Tandemed In Relationship With The Pittsburgh Public Schools, Brian C B Barnes

Journal of Research Initiatives

TandemEd facilitates Black communities to create campaigns that highlight their positive racial identity and self-defined educational purpose. This article examines leadership of the initial implementation phase of the TandemEd community initiative in relationship with the Pittsburgh Public Schools (PPS) focusing primarily on the interactions with the superintendent and executive director of the superintendent’s office. The results included ongoing support from PPS as TandemEd formed a citywide steering committee of highly community legitimated persons, executed a leadership and campaign academy for thirty-five Pittsburgh youth, and facilitated design and delivery of various cable television commercials on identity and purpose in the Greater …

Fresh Beginnings: Promoting A Culture Of Teacher Inquiry Through Passion In The Profession, Jonathan Hart, Divonna Stebick

Journal of Practitioner Research

Teachers are required to participate in professional development and seek meaningful opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). Teacher inquiry must go beyond a teacher wondering (Dana & Yendol-Hoppey, 2020) where teachers develop a project from their own practice, collect data, and draw conclusions to continue their professional development. In this study a cohort of certificated professionals engaged in a year-long project that included asking research questions and developing an independent …

Supporting A Statewide Policy Consideration: Virtual Advancing Educational Leadership Training, Hamada Elfarargy, Beverly J. Irby, Nahed Abdelrahman, Gwendolyn Carol Webb, Angela Abney, Susan Holley, Elsa Villarreal, Carl Fahrenwald

Faculty Publications

COVID-19 pandemic was and continues to be a shock and a challenge to the entire world. This health and safety challenge found its way into the world of higher education, even in programs that were already delivered in online environments. In this study, we examined the perceptions of 79 developing principals enrolled in a Master of Education Degree program in Educational Administration at Texas A&M University in the United States as they processed the efficacy of a virtual professional development (VPD) leadership for a state certificate in Advancing Educational Leadership (AEL). The state agency has required AEL as a 3-day …

Teachers' Implementation And Application Of Social-Emotional Learning Training In The Classroom, Ricky Pierre

Doctor of Education (Ed.D)

Social-emotional learning (SEL) has become a part of education to enhance learning by catering to students' personal and social advancement. Unlike many other districts, this local district has pushed for a more unified process to implement SEL in the classrooms. The implementation of SEL varies from one district to another. However, a factor to SEL's successful implementation is adequate training for classroom teachers. Another factor that affects its implementation is the perception with which classroom teachers apply the concepts acquired from the training. The research data highlights the benefits of SEL effectively implemented at the classroom level. Classroom teachers are …

Leading Leaders In Rethinking Grading: A Case Study Of Implementation Of Standards-Based Grading In Educational Leadership, Erin E. Lehmann

Journal of Research Initiatives

The purpose of this paper is to share the process of how one university instructor worked toward a shift to standards-based grading (SBG) in a graduate Educational Leadership program. Educational leadership programs use standards to guide coursework and instruction in an accountability era, but grading practices remain as subjective as they were 50 years ago. Educators of future leaders must address this need. In addition, instructors need to effectively communicate essential learning to students to understand their learning progression clearly; standards-based grading is designed to do this. The author shares best practices in grading as well as the challenges of …

The Effects Of A Shared Vision Of Teacher Leadership On Classroom Teachers’ Instruction, Tiffany L. Bockelmann

The Interactive Journal of Global Leadership and Learning

Many models of instructional teacher leadership exist in schools with various outcomes for teachers. The aim of this illustrative case study was to understand systemic alignment in a formal teacher leadership system and how this alignment impacted instructional change. This dissertation was framed by three research questions: 1) How do the rationales of teachers, teacher leaders, and administrators regarding teacher leadership in their school align? 2) How does the coherence of a system of leadership impact classroom teachers’ abilities to engage with formal teacher leaders? 3) How does the coherence of a system of leadership impact classroom teachers’ abilities to …

The Impact Of Teacher Methodology Training For Higher Education Faculty Members, Nicole R. Baker

Scholar Week 2016 - present

Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on …

Acknowledging The Genealogical: A Deleuzian Hermeneutics Of Narrated Identity, Dietger S. De Maeseneer

Teacher Education, Educational Leadership & Policy ETDs

The purpose of this paper is to express the vast scope of identity literature into a practical hermeneutical framework through which to interpret both my personal identity claims and experiences and those of five individuals in New Mexico. Furthermore, it investigates the impact of such framework on educational leadership. Referring back to the work Deleuze and Guattarri (1987), I explore identity ontologically through the three lines (the line of flight, the molecular line, and the molar line) and place these within a horizontally interpreted concentric circle diagram. The line of flight symbolizes the immanent characterized by pure difference and Ideas, …

Walking The Talk: Embedding Standards-Based Grading In An Educational Leadership Course, Matt Townsley

Journal of Research Initiatives

The purpose of this paper is to provide a model for educational leadership faculty who aspire to walk the talk of effective feedback by embedding standards-based grading (SBG) in their courses. Rather than focusing on learning, points are the currency of K-12 classrooms across the country. Over 100 years of grading research suggests typical grading practices are subjective at best. Some schools are responding by implementing SBG, yet few articles describe how higher education embeds this philosophy in educator preparation coursework. In this essay, the author documents how to design assessments, align rubrics, and provide feedback to aspiring school leaders …

Educating Boys In Jamaica: In Search Of A New Lens, Marcia Sharon-May Chin

Dissertations

The need for innovative solutions to enhance educational outcomes for Jamaican high school male students is evident. For over two decades, national exam results demonstrate that these students have consistently underachieved. Using aqualitative research design, this study explores the possibility of scaling up a student leadership educational model, developed by one U.S. school that has proven successful in educating an inner city minority male student population, to a similarly placed Jamaican high school. Focus groups and interviews were conducted with stakeholders at an all male Jamaican school and with administrators at the Ministry of Education, to understand their perceptions regarding …

An Exploration Of The Perceptions Of Teachers And Administrators On The Relationship Between Professional Learning Community Practices And School Success, Lawrence L. Haggquist

Dissertations

Purpose: Professional learning communities (PLCs) have provided a popular means by which schools have used structured collaboration to improve student outcomes. For this reason, the PLC model for collaboration has a strong reputation for helping schools achieve success. However, teachers and administrators regard the PLC efficacy differently. The purpose of this qualitative study was to describe how high school teachers and administrators in Basic Aid funded school districts define success in relation to Professional Learning Community practices. A secondary purpose of this study was to explore the differences in perception between teachers and administrators in regard to defining success in …

Making Headway: Developing Principals’ Leadership Skills Through Innovative Postgraduate Programs, Susan Simon, Michael Christie, Deborah Heck, Wayne Graham, Kairen Call

Australian Journal of Teacher Education

Effective school leadership preparation has been regarded as desirable if not mandatory in Australia and globally for decades. Schools and school systems, higher education institutions and education jurisdictions have attempted with varying degrees of success to encourage teachers aspiring to become principals to prepare well for the complex role ahead. Research involving postgraduate education students identified that peer support, collaboration and collegial professional learning contributed towards self-development, strengthening the required Personal qualities, social and interpersonal skills of contemporary school leaders.

Developing Evaluative Thinking And Evidence-Based Practice: A Synthetic Case Study, Tim Wyatt

2009 - 2019 ACER Research Conferences

The NSW Literacy and Numeracy Action Plan, which operated from 2012 to 2016, provided $261 millon to improve literacy and numeracy learning in 448 the most disadvantaged and lowest performing schools across the three education sectors in NSW. A key objective of the Action Plan was to enhance teacher and school leader capacity, including the ability to apply evidence-based practices and evaluative thinking to planning and programming for teaching and learning at a classroom level, and to planning and decision-making at a whole-school level. The concept and terminology of ‘evidence-based practice’ is in common parlance in Australian schools; however, in …

Pre-Service And In-Service Teacher Education: A Leadership Model For Collaborative Learning, Jo-Anne Reid

2009 - 2019 ACER Research Conferences

Innovative collaboration between schools and university can enhance teacher education. This model was developed as part of a partnership between a school principal leading a cluster of diverse primary schools, and a local university school of teacher education. The partnership established a memorandum of understanding to support targeted and standards-based professional learning for teachers and new leaders across the schools in the cluster. Novice pre-service teachers were also assigned to these schools for an extended weekly professional placement. This session outlines the model as it was designed: to respond to the strategic demands of particular school communities, as well as …

Nourishing Teachers’ Leadership For Learning: Insights From Practitioner Research, Simon Clarke

2009 - 2019 ACER Research Conferences

This session contends that leadership and learning are mutually supporting and reinforcing. It is only recently that attempts have been made to describe in practice the complex connections existing between the two activities by drawing on empirical evidence. To this end, this session will depict ways in which leadership and learning are indispensable to each other in day-to-day teachers’ work, and the implications this symbiosis has for practice. Firstly, the session will consider the key foundations and principles of leadership for learning, especially as they relate to the Carpe Vitam international leadership for learning research project. Secondly, we will discuss …

Enhancing Instructional Leadership: Lessons From The Nsw Literacy And Numeracy Action Plan, Tim Wyatt

2009 - 2019 ACER Research Conferences

Over the past decade, schools, school systems and governments at all levels have invested heavily in enhancing the quality of school leadership. The Australian Government-funded National Partnerships (2012–2014) identified principal leadership as one of its explicit goals. More recently, the emphasis of leadership development has been on enhancing instructional leadership. This paper describes an approach to enhancing instructional leadership adopted as part of the NSW Literacy and Numeracy Action Plan (2012–2016), which was the particular approach of the NSW government school sector. The three school sectors in NSW each adopted different models for their implementation of the Action Plan relevant …

Professional Ethics For Educators: Perspectives Of Christian University Students On Proethica, Harvey L. Klamm, Samuel J. Smith, Stacey Bose

Samuel James Smith

Power, Positioning, And The Potential Of Adult Learning Communities, Jacquelyn Mcmanus

EDL Sixth Year Theses

An initial curiosity around the variations and effectiveness of literacy coaching led to the extension of this research study, which explored the needs of adult learners in general as they existed and operated in their professional learning communities (PLCs). With a greater understanding of what adult learners sought from their learning communities, the research also established why certain adult learners pursued leadership positions, specifically was there a common profile of an adult learner who decided to lead PLCs instead of just participating. This study explored the functioning of the adult learners in their current PLCs and the perspectives of those …

High School Content-Area Teachers’ Responses To An Exploratory, Investigative, And Experimental Professional Development Program For Content Area Literacy, Laura E. Ferreira Vesga

FIU Electronic Theses and Dissertations

Adolescent literacy rates for students who struggle, particularly those with disabilities are alarming, especially in light of increased educational standards. As higher standards place a greater emphasis on reading and writing, addressing students’ literacy needs in the content areas has become a topic of interest in reading education. Although there is much debate about how to address this need, it is clear that content area teachers need support addressing literacy in their subject areas.

An exploratory case study design was used to examine the responses of high school content area teachers to an EIE (exploratory, investigative, and experimental) professional development …

Advisement: From Bank Street To Binghamton, Margaret Yonemura

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

The author describes her experience of adapting the Bank Street advisement model to a new master's program in early childhood/elementary education at the State University of New York at Binghamton.

The Advisement Process In School Reform, Esther Rosenfeld

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

As the new Teacher Director at Central Park East II elementary school, the author chose to adapt Bank Street's advisement model to the staff development work at her school. She suggests that the process may be appropriately applied more broadly in efforts at school reform.

A Case Study Of Teacher Leadership At An Elementary School, Allison Wills

EDL Sixth Year Theses

The purpose of this research study was to explore the status of teacher leadership at one elementary school. With increased attention on accountability for student achievement, educators have begun to look for ways to take the lead in reform efforts. But, little research has been done to identify why particular teachers emerge as leaders. This study explored the philosophies and leadership behaviors of a group of elementary teachers at Center Trail School. Quantitative and qualitative methods of data were collected using three surveys- Philosophy of Education Inventory, Teacher Leadership Self-Assessment, and Teacher Leadership School Survey- and individual interviews. Descriptive statistics …

The Social Intelligence Of Principals: Links To Teachers' Continuous Improvement, Joan Mcquade

Educational Studies Dissertations

Despite multiple efforts to reform 21st education to better meet the needs of all students, school improvement successes have been sporadic and debatable. Research suggests that significant improvement lies within the purview of teachers and principals, and this current research provided the underpinnings for the study. Based on neuroscience research and the continuous improvement concept, I examined linkages between principals' social intelligence and teachers' continuous improvement. Using a mixed method sequential explanatory research approach, the study consisted of four phases that employed both quantitative and qualitative measures. Massachusetts' principals (127) and teachers (331) were contacted by email to participate in …

Practitioners Or Researchers: Ed.D. Or Ph.D.? An Analysis Of Educational Leadership Doctoral Programs, Michael Dwyane Kennedy Jr.

Dissertations

This mostly descriptive study was conducted to analyze differences in doctoral degrees in educational leadership programs across the United States based on U.S. News and World Report (2011) rankings for Graduate Schools of Education. Specifically, this study explored admission, program, and final requirements as well as curriculum and faculty roles to determine the trends that have been evolving, increasing, decreasing, or remaining consistent in certain schools of the United States since the release of the Levine study of educational leadership programs in 2005. Five groups were used: 1) higher ranked 20; 2) lower ranked 20 graduate education schools; 3) top …

Communicative Functions Of Repair On Nigerian Students’ Participation In Computer Studies, Alaba Agbatogun

Academic Leadership: The Online Journal

Doctorate programs in educational leadership have been criticized in recent years for failing to prepare their graduates to effectively serve as instructional leaders in the nation’s schools. Criticisms have included ambiguity of purpose and research foci, weak admission and graduation requirements, irrelevant curriculum, and the lack of applied practice. The purpose of this study was to analyze specific characteristics of thirteen highly ranked applied doctorate programs in educational leadership. Findings revealed that touchstone doctorate programs display many of the features that have been criticized, and that they are largely similar in structure and foci to lower ranked programs.

Learning By Example: Standardized Testing In The Cases Of China, Korea, Japan, And Taiwan, Osman Ozturgut

Academic Leadership: The Online Journal

Kandel (1881–1965) is the most widely recognized leader and founder of modern comparative education. He asserted that the direction of education in democratic nations ought to be “borrowed and adjusted” within the cultural context of each nation. He further argued that, “so many of the problems in education are today common to most countries; in their solution certain common principles . . . are involved; the practical outcomes may, however, differ because of differences in tradition, in social and political principles, and in cultural standards”(Kandel, 1936, p. 401). As Kandel (1933) suggested, the problems and purposes of education have in …

The Concept Of Educational Leadership: Exploring Macro-Level Facets, Chetan Sinha

Academic Leadership: The Online Journal

At the dawn of the twenty first century, there is anticipation for better educational reforms both at the structural and functional level. Heck and Hallinger (2005) have observed that although various disciplinary and interdisciplinary movements, in their attempt to understand the history of educational leadership, have critically approached the issue; at a practical level all efforts still reside in the same individualistic resort. Authors have cited ample research dictating the processes of leadership in organizations both at individual and collective level (Bass, 1990; Knipe & Maclay, 1972; Heine, 1971; Hogg, 2001; Sinha, 1980; Yukl, 1998, 2002) however, in the arena …

Parents’ Education, Occupation And Real Mother’S Age As Predictors Of Students’ Achievement In Mathematics In Some Selected Secondary Schools In Ogun State, Nigeria., K.O. Muraina, Kassim Ajayi

Academic Leadership: The Online Journal

Educational leaders are responsible for the academic success of all students. As greater numbers of students exhibit disruptive behaviors, educational leaders are challenged with the task of maintaining high academic standards while simultaneously managing problem behaviors that interrupt the learning environment. Many schools have implemented character development programs aimed to decrease student disruptive behavior by increasing student prosocial skills. Character can be defined as “the emotional, intellectual and moral qualities of a person or group as well as the demonstration of these qualities in prosocial behavior” (United States Department of Education, 2008, p.1). Character education is “an inclusive term encompassing …

Characterizing The Touchstones Of Educational Leadership: An Analysis Of Distinguished Applied Doctorate Programs, Julie Carson, Donald Mitchell Jr., Ph.D.

Executives, Administrators, & Staff Publications

Organizations are ever-present feature of a modern society. We look toward organization for food, education, employment, entertainment, healthcare, transportation and protection of basic rights. Nearly every aspect of modern life is influenced in one way or another by organization. Organizations are social entities that enable people to work together to achieve objectives. Job satisfaction refers to certain experiences and qualities that are related to the ways a person thinks and feels. The feeling of worthwhileness, which an individual has in particular in an occupational position, can be called job satisfaction.