Teacher Leaders in Action: Motivation, Morality, and Money

Margolis, Jason; Deuel, Angie

doi:10.1080/15700760802416115

Cited by 36 publications

(34 citation statements)

References 19 publications

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“…Although the importance of moral purpose in teacher leadership has been recognized (for example, Day, 2000;Fullan, 1995;Hargreaves, 2011;Sachs, 2003;Yorke and Barr, 2004), this is not a prominent feature in many discussions of teacher leadership and the nature of teacher leaders' moral purposes is under-researched. However, moral imperatives and collective purposes do appear to be an important motivation to lead for teachers in studies of teachers leading curriculum and professional development projects (Hadfield and Jopling, 2012;Margolis and Deuel, 2009;Lieberman and Wood, 2002). The involvement of teacher leaders in these types of projects is often undertaken voluntarily with limited, or no, time to compensate for effort.…”

Section: Moral Imperatives Identity and Activismmentioning

confidence: 99%

Deepening system leadership

Boylan

2013

Educational Management Administration & Leadership

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The increasing importance of educational collaborations and networks that blur organizational boundaries requires conceptual developments in leadership theory. One approach to both theorizing and promoting such phenomena is through the idea of system leadership. Three different meanings of the term are identified: interschool leadership; a systemic leadership orientation and identity; and leadership of the school system as a whole. Previous descriptions of system leadership, and policy initiatives related to it, have focused on headteachers and senior leaders. However, teacher leaders may also exercise system leadership in relation to all three meanings. Professional development networks and school collaborations provide a range of distinct contexts for interschool leadership by teacher leaders and these are identified. This extends existing theories of teacher and distributed leadership. Further, it is proposed that teacher leaders can, like headteachers, have a systemic leadership practice orientation that is informed by moral purposes. The model of teacher activist professional identity provides a starting point for analysing teacher system leadership identity. Teacher leaders can and do influence system-wide change and, to conceptualize this, the concept of system leadership from below is introduced. In making this argument a number of issues and methodological tools are identified that are important in researching both headteacher and teacher system leadership in relation to the three meanings of system leadership.

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Section: Moral Imperatives Identity and Activismmentioning

confidence: 99%

Deepening system leadership

Boylan

2013

Educational Management Administration & Leadership

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“…Öğretmen liderliğiyle ilgili yürütülen birçok çalışmada özellikle öğretmen takımları ve profesyonel öğrenme toplulukları üzerinde durulmaktadır (Nelson ve Slavit, 2007;Nelson, 2007;Scribner, Sawyer, Watson ve Myers, 2007;Margolis, 2008b (Barth, 2001;Beachum ve Dentith, 2004;Crowther, Kaagan, Ferguson ve Hann, 2002;Firestone & Martinez, 2007;Spillane, Camburn & Pareja, 2007 (Cuban, 1993;Evans, 1996;Hatch, 2000;Margolis ve Deuel, 2009;Margolis ve Nagel, 2006;Odden ve Kelley, 2002;Richardson ve Placier, 2001). Mesleğin ilk yedi yılında öğretmenlerin mesleklerinden sıkıldıkları ve rahatsız olduklarına dair çalışmalar olmasına rağmen (Huberman, 1989), birçok araştırmada mesleğin dördüncü yılı civarında (Margolis, 2008a), iş koşulları, içsel ödüller, mesleki gelişmeye dair olanakların işten ayrılmaları engellediğine dair sonuçlar ortaya konulmaktadır (Katzenmayer ve Moller, 2001).…”

Section: Introductionunclassified

Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma

Balyer¹

2016

İlköğretim Online

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ÖZ. Öğrenen örgütler olarak, okulların ve öğretmenlerin bir bütün olarak gelişmeleri esastır. Bu amaçla, onların sürekli olarak yaşadıkları olaylardan sonuç çıkarması ve bunu değişen çevre koşullarına uyarlamaları gerekmektedir. Bu kapsamda, bireysel ve örgütsel kapasiteyi artırmak için öğretmenlerin birbirlerinin öğretimsel uygulamalarını gözlemleyip bunlarla ilgili geribildirim vermeleri gerekmektedir. Bu da yüksek nitelikli lider öğretmenlerle mümkündür. Öğretmen liderliği, öğretmenin sınıfta ve okulda eğitimsel etkinlik ve süreçlerde gönüllü olarak görevler üstlenmeleri, projeler geliştirmeleri, çevresini etkilemeleri ve meslektaşlarının gelişimine destek olmaları yeterliliğine sahip olmalarıdır. Bu çerçevede öğretmen liderler, öğretmenler, uzman öğretmenler, mentor öğretmenler ve denetmenlerdir. Bu nedenle, mevcut araştırmanın amacı öğretmenlerin "öğretmen liderliğine dair algılarını ortaya çıkarmaktır. Bu çalışma aynı zamanda öğretmen liderliği, öğretmen liderin rolleri, öğretmen liderlik rollerinin öğretmenlik mesleğine uygunluğunu ve meslektaşlarının öğretmen liderliğiyle ilgili algılarını ortaya koymayı amaçlamaktadır. Bu araştırma nitel bir araştırma deseniyle yürütülmüştür. Araştırmaya 2014-2015 akademik yılında halen İstanbul'da çalışan 25 öğretmen katılmıştır. Araştırma sonuçları öğretmenlerin, öğretmen liderliği ve öğretmen lider rollerini bildiklerini ortaya koymaktadır. Ancak öğretmen liderlerin rolleri yasal bir şekilde tanımlanmadığı için uygulamada yapmak istedikleri konusunda özgür olamadıkları iddia edilmektedir. Yine araştırmada, öğretmen liderlerin rollerinin halen yürüttükleri rollerine uygun olduğu ve meslektaşları tarafından olumlu algılandığı sonucuna ulaşılmıştır. Öğretmen liderlerin aynı zamanda iş yüklerinin fazlalığının onların öğretmen liderlik rolleri konusunda yapmak istedikleri birçok şeyden alı koyduğunu ifade edilmektedir. Bazı katılımcılar bu rollerinin mevcut sistem içerisinde tanımlanması gerektiğini belirtirken, diğer bazı katılımcılar bu tanımlamanın sistemde bir takım sorunlara neden olacağı kaygısıyla mevcut şekliyle devam etmesi gerektiğini ileri sürmektedirler. Anahtar Sözcükler: Öğretmen, öğretmen liderlik, öğretmen lider, öğretmen lider rolleri ABSTRACT. As learning organizations, it is essential for schools and teachers to develop as a whole. For this purpose, they must draw conclusions continuously from what they have experienced and adopt them to the changing environmental conditions. In this regard, in order to develop both individual and organizational capacity, teachers should observe their colleagues' instructional practices and give them feedback about their practices. It is possible with highly qualified teacher leaders. Teacher leadership is to have proficiency in taking on tasks voluntarily at classrooms and schools, develop projects, influence people around them, and support their colleagues' professional developments. In this frame, teacher leaders are the ones who are teachers, expert teachers, mentor teachers and supervisors.

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“…In this study, we focus on practitioners of the latter, that is, those who design and facilitate teacher professional development activities. Although a number of recent studies recognise that teacher leadership often involves facilitation of professional development (Fleet et al 2015, Margolis 2012, Margolis & Deuel 2009, Fairman & Mackenzie 2014, there is limited research into the practice of professional development facilitators and therefore little knowledge of how to support them to learn, carry out and improve their roles (van Driel et al 2012, Lange & Meaney 2013, O'Dwyer & Atlı 2015.…”

Section: Introductionmentioning

confidence: 99%

Developing the developers: supporting and researching the learning of professional development facilitators

Perry

Boylan

2017

Professional Development in Education

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Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research.Informed by a categorisation of professional knowledge and skills of facilitators, in the 'developing the developers' programme, professional development facilitators enquired collaboratively into their practice using video observation and peer review and engaged with theories of professional learning. The impact of the programme was evaluated using a framework based on Clarke and Hollingsworth's (2002) interconnected model of teacher professional growth. The programme was effective in allowing participants to gain insights into their practice to develop it further and to identify participants' learning needs. The latter related to improving facilitation skills and knowledge and improving knowledge about professional development. The interconnected model was found to be applicable to professional development facilitators with some adaptations. Its use enabled understanding of the impacts of the programme and the learning processes involved. Although limited in scale, our study offers a model for professional development that is potentially useful in other contexts. Further, the theoretical frameworks developed may support the design and evaluation of similar programmes.

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Teacher Leaders in Action: Motivation, Morality, and Money

Cited by 36 publications

References 19 publications

Deepening system leadership

Deepening system leadership

Öğretmen Liderler: Öğretmen Algıları Üzerine Nitel Bir Araştırma

Developing the developers: supporting and researching the learning of professional development facilitators

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