Professional Development for Teacher Leaders Special Issue: Partnering for Equity

Rodriguez, Fred; Mantle‐Bromley, Corinne; Bailey, Mona; Paccione, Angela V.

doi:10.1080/714044329

Cited by 4 publications

(1 citation statement)

References 4 publications

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“…Specific learning opportunities are provided to individuals who school leaders recognize as potential teacher leaders. Rodriguez et al (2003) shared a similar process created by Colorado. Within the Colorado Partnership for Educational Renewal, school principals recommended particular veteran teachers participate in professional learning opportunities grounded in equity and diversity.…”

Section: Teachers' Instructional Facilitation and Professional Learni...mentioning

confidence: 99%

Teacher leadership: influences on teacher self-efficacy and collective yeacher efficacy

Barr

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Teachers' engagement in school leadership is one of the most effective means of improving teaching and student learning. Given the complexities of facilitating instructional leadership tasks, school leaders can no longer fully streamline such tasks with fidelity. Therefore, including teachers' knowledge base and skillsets in school-based instructional leadership is crucial to helping school leaders improve instruction and student learning. York- Barr and Duke (2004) concurred in their teacher leadership study, sharing that the expertise of teachers is foundational for increasing teacher quality and advancements in teaching and learning. This qualitative research study explored how teachers' engagement in school-based instructional leadership initiatives influences self-efficacy and collective teacher efficacy (CTE). A teacher's selfefficacy is a teacher's belief in facilitating education behaviors using a unique skill set that will result in the desired outcome. CTE is the shared belief of teachers that their collective behaviors can result in the desired effect. Transformative learning theory was the backdrop of this qualitative study's interpretative phenomenological analysis. The study participants were eight school district teacher leaders serving low-performing Title I elementary schools in the southeastern United States. The research used open-ended questionnaires, semi-structured interviews, and focus groups to collect and analyze the data. The findings suggest the need for teacher leadership platforms at the school level and the parameters necessary for sustainability.

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Section: Teachers' Instructional Facilitation and Professional Learni...mentioning

confidence: 99%

Teacher leadership: influences on teacher self-efficacy and collective yeacher efficacy

Barr

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Critical Collective Consciousness: Ethnic Studies Teachers and Professional Development

Sacramento

2019

Equity & Excellence in Education

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Teacher learning in a mathematics and science inquiry professional development program: first steps in emergent teacher leadership

Yow

Lotter

2014

Professional Development in Education

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Professional Development for Teacher Leaders Special Issue: Partnering for Equity

Cited by 4 publications

References 4 publications

Teacher leadership: influences on teacher self-efficacy and collective yeacher efficacy

Teacher leadership: influences on teacher self-efficacy and collective yeacher efficacy

Critical Collective Consciousness: Ethnic Studies Teachers and Professional Development

Teacher learning in a mathematics and science inquiry professional development program: first steps in emergent teacher leadership

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