Week 12

Shared Professional Development and Shared Leadership

support continous growth

Chapter 7

Leadership

shared learning environments

Chapter 8

Collaborative Inquiry

impact of PD on student achievement

Chapter 9

Evidence

continuous learning and reflection

Chapter 10

Professional Expertise

Whitworth, B. A., Wilson, S., & Watson, S. (2021)

PURPOSE

METHODOLOGY

if teacher leadership program improves teachers' content knowledge (CK), practices, and leadership skills

convergent-parallel mixed-methods approach

FINDINGS

PARTICIPANTS

greater teacher confidence and involvement in leadership roles and positively impacted students' engagement and understanding.

65 K-8 teachers in the TLP and 70 K-8 teachers in a comparison group

This study CONFIRMS Ch. 7's emphasis on teacher growth by proving that professional development enhances teachers' content knowledge, instructional practices, and leadership skills.

Beck, J. S., Hinton, K., Wiens, P. D., & Butler, B. M. (2024)

PURPOSE

METHODOLOGY

qualities of teacher leaders and how they are perceived by administrators

partially mixed concurrent dominant status design

FINDINGS

PARTICIPANTS

teacher leadership is leading beyond the classroom, being student-centered, and serving as role models

798 participants: 122 administrators and 676 teachers from 20 school divisions across six Virginia regions

The study UPDATES views in Ch. 7 by emphasizing teachers' focus on mentoring and leadership within the classroom. This contrasts with admin who often prioritize formal leadership roles outside the classroom.

Crittenden, M. A., & Lyons, R. P. (2014)

PURPOSE

METHODOLOGY

if high-performing rural schools had significantly different results on teacher leadership and collaboration than low-performing

regression analysis to classify high-performing and low-performing schools

FINDINGS

PARTICIPANTS

high-performing rural schools foster stronger collaborative and leadership-oriented cultures

87 very rural high schools across 58 counties in Kentucky

This study CHALLENGES the ideas in Ch. 8 because it implies that other factors besides teacher collaboration might be crucial to achieving high performance, especially in rural schools.

O’Brien, S., McNamara, G., O’Hara, J., & Brown, M. (2022)

PURPOSE

METHODOLOGY

Elliott's action research model; Qualitative data was collected through focus groups and semi-structured interviews

examine how a PD intervention could enhance teachers' use of data in the school self-evaluation process

FINDINGS

PARTICIPANTS

intervention for data-use professional development generally had positive outcomes for teachers

five Irish secondary schools; 29 individuals participated in the focus groups

This study UPDATES ideas in Ch. 9 by highlighting the importance of contextual adaptation, external support, and iterative reflection for meaningful professional growth.

Nousheen, A., Zia, M. A., & Waseem, M. (2024)

PURPOSE

METHODOLOGY

assess the impact of a teaching practicum on pre-service teachers' self-efficacy, content knowledge and pedagogical knowledge

pre-post intervention design

FINDINGS

PARTICIPANTS

significant improvement in self-efficacy, pCK, and pPK post-practicum, with gender and age influencing certain outcomes

419 pre-service teachers across four universities via questionnaires

This study CONFIRMS the idea in Chapter 10 that hands-on experience, such as teaching practicums, can significantly enhance pre-service teachers' self-efficacy, content knowledge, and pedagogical knowledge.

Dam, M., Janssen, F. J. J. M., & Driel, J. H. van. (2020)

PURPOSE

METHODOLOGY

qualitative, exploratory approach; participants were asked to collect and analyze data from their own classrooms

how a professional development (PD) program influenced biology teachers' use of student data

FINDINGS

PARTICIPANTS

PD program helped teachers interpret student data and guide continuous improvement in their teaching practices

five biology teachers working at four different secondary schools in the western Netherlands

This study UPDATES ideas in Ch. 9 on the use of "frames" in data interpretation and CHALLENGES the assumption that teachers will always be able to apply data-driven practices effectively without ongoing support and adaptation.

Polat, S., Arslan, Y., & Ölçüm, D. (2017)

PURPOSE

METHODOLOGY

evaluate principals’ leadership behaviors in promoting diversity, inclusion, and equity

exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)

FINDINGS

PARTICIPANTS

DLS is a valid and reliable instrument to assess diversity leadership in educational settings and can be adapted for diverse contexts

343 teachers from primary and lower-secondary schools; teaching experience ranged from 1 to 37 years; Turkish

The DLS study CONFIRMS Ch. 8 by showing that a principal’s positive diversity leadership can foster an environment where diversity is valued, teachers are treated equitably, and individual differences are respected

Forsler, A., Nilsson, P., & Walan, S. (2024)

PURPOSE

METHODOLOGY

to stimulate science teachers' reflective practices using the CoRe tool, focusing on sustainable development (SD) content

individual CoRe templates, participated in interviews and collective meetings

FINDINGS

PARTICIPANTS

se of the CoRe tool fostered reflective conversations among the teachers, enhancing their collective pedagogical content knowledge

12 in-service science teachers (6 men, 6 women) from two upper secondary schools in Sweden, working in teams

This study CONFIRMS the ideas in Ch. 10 by highlighting the importance of reflective practice and collaborative learning for improving teaching.