Week 12

Leadership

Chapter 7

support continous growth

Evidence

Chapter 9

impact of PD on student achievement

Professional Expertise

Chapter 10

continuous learning and reflection

Collaborative Inquiry

Chapter 8

shared learning environments

Shared Professional Development and Shared Leadership

convergent-parallel mixed-methods approach

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

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

FINDINGS

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

PARTICIPANTS

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

METHODOLOGY

PURPOSE

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

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.

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

FINDINGS

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

PARTICIPANTS

partially mixed concurrent dominant status design

qualities of teacher leaders and how they are perceived by administrators

METHODOLOGY

PURPOSE

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

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

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.

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

FINDINGS

87 very rural high schools across 58 counties in Kentucky

PARTICIPANTS

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

METHODOLOGY

PURPOSE

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

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

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

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

FINDINGS

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

PARTICIPANTS

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

METHODOLOGY

PURPOSE

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

pre-post intervention design

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.

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

FINDINGS

419 pre-service teachers across four universities via questionnaires

PARTICIPANTS

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

METHODOLOGY

PURPOSE

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

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

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.

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

FINDINGS

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

PARTICIPANTS

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

METHODOLOGY

PURPOSE

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

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

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

FINDINGS

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

PARTICIPANTS

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

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

METHODOLOGY

PURPOSE

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

individual CoRe templates, participated in interviews and collective meetings

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

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

FINDINGS

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

PARTICIPANTS

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

METHODOLOGY

PURPOSE

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