abstract: ABSTRACT This action research case study explored the ways participation in a teacher leader learning community contributed to the identity development of teacher leaders at the Canajoharie Central School District. The goal of the study was to identify how a teacher leader learning community supported the identity of teacher leaders in their work. This action research study used a case study methodology and included qualitative and quantitative data collection. Purposive sampling identified six participants for the study. The qualitative data collection included initial and final one-on-one semi-structured interviews, meeting observation notes, research journal entries and peer interaction logs. Quantitative data were gathered using pre- and post- innovation surveys. Participants completed a pre-innovation survey and initial interview prior to the start of the innovation. Structured teacher leader learning community meetings were conducted over a four-month period of time in the Fall of 2018. Study participants led the design of collaborative group norms and meeting protocols. Participants facilitated the teacher leader learning community meetings. At the conclusion of the study period participants completed a post-innovation survey and final interview. Meeting observation notes, research journal entries and peer interaction log data were collected during the study period. Analysis of the quantitative and qualitative data of this study suggests that teacher leader identity is supported by participation in a structured teacher leader learning community. Teacher leaders benefitted from a formal structure through which to share successes, problem-solve situations and continue growth as leaders. The findings also suggest that meeting norms and protocols benefit the work of the teacher leaders in the learning community. These findings are consistent with previous research studies which indicate that teacher leaders need opportunities to come together and network to sustain their work. The findings from this action research study may assist other school districts in supporting teacher leaders in their local context. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2016

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The purpose of this qualitative study was to analyze teacher leader models developed and implemented by the Tennessee Teacher Leader Network in order to assess the impact the models have on district policies and practices. Data were collected through a content analysis to analyze for recurring themes and differences to assess how models influence teaching and learning within districts. Fourteen district teacher leader models and strategic plans were analyzed for this study. Eleven research questions guided this study, and qualitative data were analyzed for recurring themes and differences. Findings from this study suggest teacher leader models are limiting the vision and implementation of shared leadership by focusing on the management of instruction and student achievement. Implications for practice recommend modifying models to better align with a shared leadership framework, developing a clearly defined framework for communication that actively includes teacher leaders, and developing alternative evaluative criteria beyond the use of student achievement and growth data from standardized assessments.

In the present study, a description is made of the teacher leader's role in an externally initiated professional initiative. LISA-PLOT (Linking Instruction and Student Achievment – Professional Learning Observations of Teaching) is a ULF (Developement, Learning and Research)  project where the fields of knowledge within the Swedish subject's didactics and school improvement research together with practice. This master's thesis is placed in the field of knowledge for school improvement and more specifically with a focus on organization and management. The purpose of the study is to contribute to the knowledge about the asignment of the teacher leader in an externally initiated and organized initiative. This has been done by answering two questions: What similarities and differences appear in the teacher leaders' descriptions of what happens when they carry out their leadership assignment? What supportive and limiting arrangements can be distinguished in the practice of teacher leaders’ within LISA-PLOT? The theoretical starting point has been taken within the practice theory, and specifically the theory of practice architectures has been used to analyze the result (Kemmis et.al., 2014). The study has a qualitative approach, where data collection has taken place through interviews with the teacher leaders and observations of teacher leader meetings together with the academy. The conclusions that can be drawn from this study are that the practice of teacher leader´s in LISA-PLOT has involved several different tasks. The main task has been to lead the collegial learning in the use of the PLATO elements through observations and feedback. To be able to do this, different practical actions and communication with different people have been required. Despite the fact that most teacher leaders have been in an unknown context, strong relationships have been established between participants and the teacher leader. To keep the teacher leader´s practice in place, there have been various arrangements that have been both supportive and restrictive. Based on this study, it becomes clear that the arrangements are practically related, but the arrangements move between the different dimensions and they can also vary from being supportive to being limiting. / I föreliggande studie görs en beskrivning av lärledarens roll i en externt initierad professions­satsning. LISA-PLOT (Linking Instruction and Student Achievment – Professional Learning Observations of Teaching) är ett ULF- (Utveckling, Lärande och Forskning) projekt där kunskapsfälten inom svenskämnets didaktik och skolförbättring forskar tillsammans med praktiken. Denna mastersuppsats är placerad i kunskapsfältet för skolförbättring och mer specifikt med inriktning på organisering och ledning. Syftet med studien är att bidra med kunskap om lärledarens uppdrag i en externt initierad och organiserad satsning. Det har gjorts genom att besvara två frågeställningar: 1.      Vilka likheter och skillnader framträder i lärledarnas beskrivning av det som händer när de utför sitt ledaruppdrag? 2.      Vilka stödjande och begränsande arrangemang kan urskiljas i lärledarens praktik inom LISA-PLOT? Den teoretiska utgångspunkten har tagits inom praktikteorin och specifikt har teorin om praktikarkitekturer använts för att analysera resultatet (Kemmis et.al., 2014). Studien har en kvalitativ ansats, där datainsamling har skett genom intervjuer med lärledarna och observationer av lärledarträffar tillsammans med akademien. De slutsatser som kan dras utifrån denna studie är att Lärledarnas praktik i LISA-PLOT har inneburit flera olika uppgifter. Den huvudsakliga uppgiften har varit att leda det kollegiala lärandet i användandet av PLATO-elementen genom observationer och återkopplingar. För att kunna göra det har det krävts olika praktiska handlingar och kommunikation med olika parter. Trots att de flesta lärledare befunnit sig i en okänd kontext har det knutits starka relationer mellan deltagare och lärledare. För att hålla lärledarens praktik på plats har det funnits olika arrangemang som har varit både stödjande och begränsande. Utifrån denna studie blir det tydligt att arrangemangen praktiskt hör ihop, men arrangemangen rör sig mellan de olika dimensionerna och de kan också växla från att vara stödjande till att vara begränsande. / LISA-PLOT - Linking Instruction and Student Achievement-Professional Learning Observations of Teaching

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This study aims at looking deeper into school-based leadership and teacher leadership in particular. The starting point of any line of thought is to be found in the claim that there is a positive correlation between teacher leadership and student academic performance.When searching the curriculum for the non-compulsory school system in Sweden, Lpf94,for its position on school-based leadership, the only item that is found on the subjectrefers to principal leadership. I therefore chose to perform interviews with a number ofhigh-school teachers, to attain a complementary image of how they perceive that they, as teachers, practice leadership on a daily basis. The results show that they all feel that their professional role entails a leader role, but the analysis shows that how they practice leadership can be recognized in slightly different ways.

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Submitted by Erika Demachki (erikademachki@gmail.com) on 2016-09-27T18:30:21Z No. of bitstreams: 2 Dissertação - Renata Vilela - 2016.pdf: 2882694 bytes, checksum: 557741e781e434b88acb28569ce9bceb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-28T12:30:57Z (GMT) No. of bitstreams: 2 Dissertação - Renata Vilela - 2016.pdf: 2882694 bytes, checksum: 557741e781e434b88acb28569ce9bceb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-28T12:30:57Z (GMT). No. of bitstreams: 2 Dissertação - Renata Vilela - 2016.pdf: 2882694 bytes, checksum: 557741e781e434b88acb28569ce9bceb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to investigate the contributions of collaborative approach in education, especially in the mathematics classroom. Search to see mathematics as a discipline critical of Basic Education. In this perspective we have as main goal to answer the following questi-ons: "How to motivate students of Basic Education to become a coauthor on building your knowledge?" and "What aspects relevant to the formation of a mathematics teacher influencer that guides his teaching for a comprehensive training Student of Basic Education? " In order to investigate these issues worked the historical aspects of collaborative learning, lea-dership, teacher training and the methodology 300 Ricardo Fragelli. We try to influence the educational environment in the appropriation of collaborative and participatory methodo-logies in an attempt to give meaning to mathematics learning in high school. The approach is guided on the teacher’s posture while influencer leader who motivates students to build their mathematical knowledge sharing what was meant, allowing the formation of critical thinking through mathematics. They were used as instruments mediators of the process questionnaires which were analyzed from a qualitative approach. / Esta pesquisa busca investigar as contribuições da abordagem colaborativa na educação, de modo especial na sala de aula de matemática. Busca-se ver a Matemática enquanto disciplina crítica da Educação Básica. Nessa perspectiva tem-se como meta principal responder os seguintes questionamentos: "Como motivar o aluno da Educação Básica a se tornar coautor na construção de seu conhecimento?" E "Quais aspectos relevantes para a formação de um professor de Matemática influenciador que norteia seu ensino para a formação integral do aluno da Educação Básica?" Com o propósito de investigar estas questões apresenta-se os aspectos históricos do ensino colaborativo, a liderança, a formação do professor e a metodologia 300 de Ricardo Fragelli. A intenção é influenciar o meio educacional na apropriação de metodologias colaborativas e participativas e dar significado para a aprendizagem matemática no Ensino Médio. A abordagem se pauta na postura do professor enquanto líder influenciador que motiva o aluno a construir seu conhecimento matemático partilhando o que foi significado, possibilitando a formação do pensamento crítico por meio da Matemática. Foram utilizados, como instrumentos mediadores do processo, questionários, os quais foram analisados a partir de uma abordagem qualitativa com análise crítica dos dados coletados. Observa-se a defasagem em conteúdos referentes ao currículo de Matemática do Ensino Fundamental. Para sanalos, foram projetadas atividades concernentes às dificuldades apresentadas, usando metodologias colaborativas, tomando como base a Metodologia 300 de Ricardo Fragelli. Como resultado, os alunos se envolveram no processo de aprendizagem com autonomia, partilhando conhecimento. Professores se apropriaram das metodologias colaborativas enquanto forma de trabalho colhendo resultados positivos com essa abordagem.

The No Child Left Behind Act of 2001 and the accountability movement that has engulfed education in the last 20 years have put leadership at the heart of school improvement. Student achievement is affected by multiple factors that must be addressed with unique leadership skills and specialized knowledge. No one person can be responsible for orchestrating the success of each student within a school building. When members of a school community share responsibility for the many activities that contribute to student learning, the work of educational leaders becomes a manageable task. The purpose of this study was to create an operational definition of shared leadership by identifying key descriptors that define the characteristics and behaviors of shared leadership and the aspects of school cultures in which it can be effective. The procedure used to construct a rich description of shared leadership was a three-round Delphi study. A panel of experts was assembled from writers or researchers in the field of leadership and superintendents, principals, and teachers who have practiced shared leadership in the school environment. The first-round Delphi instrument consisted of four open-end questions that asked for key words or phrases that describe the characteristics and behaviors of shared leadership, key words or phrases that describe aspects of school cultures in which shared leadership can be effective, and key words or phrases that describe barriers to shared leadership. In the second round, panelists were asked to rate the compiled responses from round one on a four-point scale. In the third round, panelists received statistical information based on second-round responses. They were allowed to revise opinions once more using a four-point scale. Using the Delphi technique, the panel of experts reached consensus on 84 critical elements of effective shared leadership. An inventory that can be used by schools as a guide for planning, implementing, and evaluating shared leadership in school settings was created from the data. / Ed. D.

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