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Article
Publication date: 9 November 2018

Jeremy D. Visone

The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban…

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Abstract

Purpose

The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities.

Design/methodology/approach

TLA participants (n=11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n=12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders.

Findings

Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity.

Research limitations/implications

Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors).

Originality/value

The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 October 2018

Jeremy D. Visone

This study concerned aspiring educational leaders’ problem-solving skill development, specifically through classroom instruction with real-world scenarios. Professional educators…

390

Abstract

This study concerned aspiring educational leaders’ problem-solving skill development, specifically through classroom instruction with real-world scenarios. Professional educators obtaining an advanced degree in educational administration at a public university were surveyed in the fall and spring about their problem-solving abilities. Participants were also asked to respond to real-world principal scenarios. Focus group interviews were conducted in the spring. Results indicated that participants’ confidence in their problem-solving abilities did improve, though their ability to address the real-world problems did not improve significantly. Participants identified the value of learning from real-world scenarios and professors who had experience as administrators, and they also recognized the importance of learning from one another during discussions of the scenarios. Participants indicated that they still needed experience working in actual administrative contexts.

Details

Journal of Leadership Education, vol. 17 no. 4
Type: Research Article
ISSN: 1552-9045

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Article
Publication date: 19 January 2024

Bethany R. Mather and Jeremy D. Visone

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher…

232

Abstract

Purpose

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?

Design/methodology/approach

Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.

Findings

Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.

Practical implications

Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.

Originality/value

Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.

Details

Journal of Professional Capital and Community, vol. 9 no. 2
Type: Research Article
ISSN: 2056-9548

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