This study investigated master's level student perceptions of teacher leadership attributes, roles, and responsibilities upon completion of an online Master of Arts in Education, with a concentration in teacher leadership, at a large public university. As an inductive, qualitative case study, responses to an open-ended questionnaire were analyzed with coding schemes to establish patterns and trends using grounded theory to categorize responses. Deductive coding schemes were used to establish theories comparing the teacher leadership competencies established by the Center for Teacher Quality, National Board for Professional Teaching Standards, and the National Education Association (2014). Findings indicate alignment to the literature on teacher leadership, specifically with clarity around teacher leadership competencies.
To present a reflective case study of the change process in a teacher preparation program engaged in an edTPA implementation. This chapter will highlight how one institution is using teacher performance data and faculty dialogue to develop new directions for program improvement and transformative change. Additionally, this chapter will also present critical self-reflections from key stakeholders related to transformative change.
Teacher residencies have been an ongoing discussion in the educator preparation world for nearly a decade. This paper describes a promising practice in program design at a university that offers alternative pathways to licensure to meet the demands of school districts, especially in economically disadvantaged communities in one region of the United States. The one-year residency model was developed to address the teacher shortage in a state with growing teacher attrition. Aligned with recent legislation that created a residency license, a traditional educator preparation program examined its strengths and incorporated the most critical needs for novice teacher success to offer a one-year teacher residency as an alternative pathway. The residency model was co-constructed with school district personnel and teacher education faculty to focus on the most critical dimensions of teaching that include planning, instruction, and assessment. After one year, the feedback from school district personnel included high favor for readiness to teach. Residency candidates reported increased self-efficacy. The residency program has implications for future research and potential replication at other institutions of higher education.
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