Activity board

11-14

Chapters

Look for Root Causes

Chapter 11

This chapter aligns with the Implementation standard, focusing on sustainable change.

Chapter 13

The Power of What We Think

This chapter aligns with the Leadership standard, it provides a more psychological and theoretical framework for understanding how leadership impacts professional development and organizational change.

Chapter 14

Chapter 12

Lead for a Transformation in Professinal Learning

Create Schools in which Everyone's Job is to Learn

This chapter aligns with the Culture of Collaborative Inquiry. It underscores the value of creating structured opportunities for educators to collaborate, share ideas, and learn from one another.

This chapter aligns with the Implementation standard, emphasizing that meaningful change takes time and sustained effort and requires creating a supportive culture.

Huang et al. 2020

Hosseingholizadeh et al. 2020

Purpose: To examine how student teachers learn through professional dialogue and reflection.Participation: 43 studentsMethodology: Mixed methods approach Results: Student dialogue improved learning but needed more balanced, collaborative teacher-student interactions.

Purpose: To examine how principals' instructional leadership impacts teacher professional learning through teacher efficacy and commitment.Participation: 886 teachers and 121 principals Methodology: Quantitative methods using cross-sectional survey design Results: Principal leadership directly and indirectly influences teacher learning through efficacy/commitment.

Challenges: The article reveals that in practice, dialogue often becomes monologic (one-sided) rather than truly dialogic, challenging the ideal presented in Chapter 13

Update: The article provides empirical evidence for Chapter 13's theoretical ideas about leadership and professional learning, while demonstrating their application in Iran's centralized education system.

Eroglu & Kaya 2021

Zhang et al. 2020

Purpose: Professional development barriers faced by teacherParticipation: 12 high school teachers Methodology: Qualitative research - phenomenology Results: Teachers face systemic, institutional, and personal barriers to professional development.

Purpose: Examines differences and similarities in PD needs, support, and barriers between new and veteran teachersParticipation: 1,508 US secondary teachers Methodology: Quantitative analysis with parametric and non-parametric statistical analyses Results: The study concluded that professional development needs to be better differentiated between new and veteran teachers.

Confirm: This study emphasizes that district/school leadership is crucial for effective professional development, providing concrete examples through teacher interviews of how leadership directly impacts teacher growth.

Update: This study demonstrates that effective professional development requires addressing both structural barriers (time, money) and attitudinal barriers simultaneously.

Wullschleger et al. 2024

Sahlin & Styf 2021

Purpose: To examine how school teams regulate improvement strategies and processes.Participation: 1,328 school staffMethodology: Quantitative using online qustionnaires Results: Individual perceptions influence regulation strategies more than school-level or external factors.

Purpose: To examine how internationalization builds school improvement and leadership capacity.Participation: Study included principal and teachers of a Swedish upper secondary school Methodology: Qualitative-Case Study Results: Internationalization strengthens internal capacities through distributed leadership and collaboration.

Challenges: This research found that individual perceptions and characteristics were more influential than collective school-level factors in implementing regulation strategies.

Update: The article provides Provides practical example of internal capacity building through internationalization.

Ozdemir et al. 2024

Stosich et al. 2024

Purpose: To examine how professional learning strengthens district and school leadership capacity.Participation: 25 school leaders Methodology: Qualitative Comparative Case Study Results: Leadership learning varied by role; effective PD had collaboration, role-specific support.

Purpose: To analyze how school leadership influences teaching practices.Participation: 958 teachers Methodology: Quantitative- online surveys Results: School leadership impacts teaching through professional communities and instructional climate.

Confirm: This study provides empirical evidence that transformational leadership works through building relationships and creating supportive conditions rather than through direct control or mandate.

Update: The study discusses the need for leaders to change their own mindsets and assumptions in order to catalyze change in organizations, echoing the ideas in chapter 12 about the power of leaders' mental models.