This study investigates the role of leadership in teacher professional development in Lesotho high schools. The specific variables being investigated include teachers‟ perceptions of teacher professional development; their expectations as well as the principals‟ role in facilitating teacher professional development. Developments in leadership have led to changes in the ways teachers work. These have subsequently increased the need to review teacher professional development programmes as a means to enhance teachers‟ competences and to determine their appropriateness to their work Green (1999) in Blandford (2000) argues that professional development has now become a prerequisite to effective schools. In his view, effective schools don‟t just happen; they thrive because the people in them work hard to make them successful. Blandford (2000) emphasises this in stating that, “in order [for schools] to be effective, managers and teachers will need to engage in professional development.” One of the most influential links to accurate teacher professional development is the active involvement of principals in such initiatives. The objective of this research is to establish how the dual responsibility of the principal and the teachers manifests itself in professional development. So while, the principal is expected to take a lead role, both are expected to take an active part if professional development is to have any impact in their teaching and learning - the core business of schools. Even though, it is very important to know teachers‟ perceptions on the link between leadership and teacher professional development, this is one of the few researches carried out on how leadership contributes to teacher development, This research is iii therefore significant as it examines the voices of teachers on how leadership contributes to teacher professional development. In Lesotho, there is a problem of limited understanding of professional development by teachers and the schools in general. The research was conducted using qualitative methodology. It was based on a case study of two high schools in the Leribe district in Lesotho. Data was collected using questionnaires and follow up interviews which were administered to elicit responses from principals, deputy principals and teachers in both schools. The findings revealed a need for teachers in Lesotho to engage more in teacher professional development programmes so that they may have a better understanding of the concept. Their understanding at the time did not go beyond workshops or at the most induction programmes that are provided at the beginning of their careers. This study also demonstrated that teacher professional development should be core to the work of both the principals and teachers in order to create a learning environment in their schools where both can develop professionally. In addition to this, teachers should be encouraged to initiate some of the professional development activities that can only be accessed if they show willingness. This is consistent with Blandford (2000:4), who asserts that the effective management of professional development depends on individual enthusiasm, not compulsion, and on individuals prepared to take action in addressing their own professional needs. What also emerged as one of the key findings was that teachers felt that principals should take more responsibility in reinforcing the culture of professional development in schools. iv Based on the results obtained in this study, the results suggest that schools in Lesotho need more awareness in teacher professional development and how it is influenced by leadership. There is an overarching need for a properly functioning policy that would guide the implementation of teacher professional development activities both from outside and within the school.

Thesis advisor: Laura M. O'Dwyer / Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014). Other forms of civic engagement are also at starkly low levels: less than one in ten 18-29 year-olds report contacting a public official, boycotting a product, or frequently expressing political opinions on the internet (U.S. Census Bureau, 2014). Historically, schools have been tasked with preparing students with the knowledge and skills to be active democratic citizens. However, few studies have examined the role of teachers in fostering students' civic knowledge and skills. This study used data from the 2010 National Assessment of Educational Progress (NAEP) 8th grade civics assessment to analyze the relationships between teacher participation in professional learning, use of interactive instructional practices, and student achievement in civics. Participation in professional learning significantly predicted both interactive instruction and student achievement: a one standard deviation increase in professional learning was associated with a predicted .32 standard deviation increase in interactive instructional practices, and a predicted .045 standard deviation increase in student achievement. There was no significant difference between more traditional and communities of practice based forms of professional development in their relationships with interactive instructional practices and student civic achievement. Interactive instructional practices were also significantly associated with increases in student achievement on NAEP civics, but the effect size was small: a one standard deviation increase in interactive instruction was related to a predicted .03 standard deviation increase in student achievement. Moreover, the relationship between interactive instruction and student achievement was curvilinear; high levels of interactive instruction were associated with decreases in student achievement. The study did not find any evidence that teacher participation in professional learning increased the effectiveness of interactive instructional practices. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

The Alliance+ project is a teacher professional development program that integrates technology into mathematics and science lessons. The effectiveness of this innovative program was evaluated in terms of students‟ perceptions of the classroom learning environment and their attitudes towards science/mathematics. The sample consisted of 759 students of seven mathematics/science teachers (four Alliance+ participants and three non-participants) in one middle school in Miami-Dade County, Florida. The students responded to learning environment scales based on the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaires to assess their perceptions of the classroom learning environment. Additionally, they responded to an attitude scale modeled on the Test Of Science-Related Attitudes (TOSRA) to assess their attitudes towards mathematics/science. It was found that Alliance+ teachers were more successful than the non-Alliance+ teachers in promoting a classroom environment with more cooperation among students during the science/mathematics lessons. Additionally, Alliance+ professional development model was differentially effective for mathematics and science teachers in terms of three learning environment scales (namely, Teacher Support, Cooperation, and Critical Voice), but not in terms of students‟ attitudes to science. In terms of Cooperation, Alliance+ teachers were more effective than non-Alliance+ teachers for mathematics, but comparable in effectiveness to non-Alliance+ teachers for science. For Critical Voice, Alliance+ teachers were slightly more effective than non-Alliance+ teachers for mathematics, but considerably less effective than non-Alliance+ teachers for science. / In terms of Teacher Support, Alliance+ were less effective than non-Alliance+ teachers for science, but comparable in effectiveness to non-Alliance+ teachers for mathematics. However, teachers who did not participate in the Alliance+ project were more effective than the teachers who participated in the Alliance+ project in providing a positive learning environment in which the students perceived more teacher support and in promoting positive attitudes towards science/mathematics. Qualitative data results revealed that the Alliance+ teachers had not received sufficient support from their school administrators and Alliance+ trainers and lacked the resources that were necessary for them to implement the project successfully, which could possibly be an explanation for the quantitative results in favor of the non-Alliance+ teachers. This study also investigated outcome-environment associations. It was found that associations existed between students‟ attitudes towards science/mathematics and their perceptions of the classroom leaning environment (especially personal relevance, teacher support, and cooperation).

While there has been tremendous growth in the numbers of Hispanics and English language learners (ELLs) in our public schools, there has been a lack of educational opportunities offered to these students resulting in low educational achievement and attainment. Additionally, increases in the linguistic and cultural diversity of the student population have not been accompanied by diversification of the corps of teachers and many teachers who serve ELLs are not certified or prepared adequately to meet the linguistic and academic needs of second language learners. This context, in which the potential of our nation's ELLs is not being met by our education system, calls for research focusing on the education of ELLs. The three studies that constitute this dissertation address two critical areas, reading and mathematics, by documenting the cognitive reading strategies that middle school Hispanic ELLs utilize and evaluating professional development activities for teachers of ELLs. The mixed methods studies used student self-report data from the Reading Strategies Questionnaire (RSQ) as well as observational and survey data from a professional development program. Means and standard deviations were reported from the RSQ. Data from the observations of the professional development program were coded to determine the topics that were addressed in the program. Results from the RSQ indicate that Hispanic ELLs, in general, do not consistently adopt a strategic approach to reading in English. Additionally, while professional development is one avenue to improve the instruction that Hispanic ELLs receive, results from the observations indicate that teachers receive professional development of limited quality and that little of the professional development is connected to instruction for ELLs. Findings from this series of studies can be utilized to inform reading instruction for ELLs and to enhance professional development opportunities for teachers of ELLs.

The goal of this report is to synthesize my current understanding of teacher reflective practice as addressed in academic literature and to specifically examine the potentials and limitations of video recording in the reflective process of teachers. I trace my experience and growth in reflective practice as a bilingual elementary school teacher and consider how teachers as researchers/participants in reflective practice cohorts can contribute to the professionalism of teaching. As a result of my findings I make recommendations toward appropriate professional develop using video reflection as a key component in the development of novice teachers via the mentor/mentee framework. This report contributes to the knowledge base regarding reflective practice and to the growing literature on video recording in the reflective process of teachers. It also provides insights into the potential for action-based research by practicing teachers. Implications and recommendations for teachers and researchers are included. / text

Traditional models of professional development for teachers are often characterized by formats intended to transmit information for transfer to classroom practice. But it can be argued that one-size-fits-all models do not adequately meet the professional needs of teachers or respect the view of teachers as learners (Hall & Loucks, 1978; Stigler & Hiebert, 1999). More recently, school districts have explored job-embedded approaches to professional development. However, little or no program evaluation has been utilized to gather evidence of their value to practitioners (Guskey, 2000). This study examined the perceived transformative value of an alternate professional development (PD) experience on teacher practice. The study aimed to: 1. Describe teachers' conceptualizations of "teacher practice". 2. Describe the ways teachers perceive their professional development experiences as having impacted their teaching practice. 3. Report teachers' perceptions of effective and ineffective professional development. 4. Identify institutional practices that influence teachers' perceptions of meaningful professional development. 5. Describe the intrinsic and extrinsic factors valued by teachers in a professional development experience. Qualitative research methodology was utilized for this case study. I invited participants from the District Literacy Committee (DLC) to participate in this research, and conducted a cross-case analysis to analyze the experiences of Practicing Teachers (PTs) and Observing Teachers (OTs). My data collection included web-based surveys, artifacts, and two focus group discussions. Results indicated a strong perception that the job-embedded lesson study model had significant impact on teaching practice. My analysis of the data analysis elicited many similarities and some key differences between the two groups. While the OT and PT were similar in their conceptions of effective and ineffective PD, they differed in their conception of teacher practice and what they valued in a PD experience. Both groups believed PD had tremendous potential to impact teaching behaviours. The findings suggest that differentiated learning opportunities are necessary to meet the needs of teachers, and that alternative models of PD such as lesson study deserve consideration. This study has significant implications for those who facilitate PD and those who develop it. / Thesis (Master, Education) -- Queen's University, 2009-04-24 21:26:10.355

Teacher leadership is a relatively new concept in the South African educational field, with a few studies recently conducted. As a school principal, I have long held the incontrovertible view that it is the innovative and committed leadership of all stakeholders, teachers in particular, that is required for school improvement. Collectively, the experience, qualification, skills and passion of teacher leaders forms the cornerstone for collegiality, partnership and wide-scale participation in transforming schools into centres of excellence. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2010.

This study explored collaborative inquiry as a professional learning model for five elementary teachers at an inner-city school in Western Canada. Collaborative inquiry – a branch of action research – was the process used to support teachers’ professional learning in the use of technology in their arts education programs. The research questions were: (a) in what ways has the collaborative inquiry approach to professional learning had an impact on teachers’ learning and thinking about the use of ICT in arts education? (b) in what ways has the collaborative inquiry approach to professional learning had an impact on participants’ changed practice? and (c) how do collaboration and dialogue foster the construction of knowledge related to teachers’ integration of ICT to support their arts education program? The findings suggest that collaborative inquiry was an effective strategy for professional learning and impacted teachers’ learning and thinking about the use of technology in their arts education program in several ways. There were indications that the collaborative inquiry group afforded social-emotional support, a forum for dialogue and collaboration, as well as an avenue to explore alternative perspectives and new ideas. It was also evident that new habits of mind were beginning to emerge. Teachers felt increased confidence and efficacy which led to risk-taking and exploration of new technologies, an increased capacity for evaluating ICT with pedagogical intent, as well as a strengthened ability to think reflectively about their practice. Furthermore, changes in practice were evident in the following areas: subject matter and materials, organizational structures, roles and behaviors, knowledge and understanding, and value internalization. And finally, the findings reveal that dialogue and collaboration are important factors in helping teachers foster their construction of ICT knowledge. These processes helped advance understanding as participants challenged one another, pushing each other to a higher level of pedagogical and divergent thinking. Dialogue sessions offered participants a powerful forum for idea generation, idea sharing, and cooperative problem solving.

This study explored collaborative inquiry as a professional learning model for five elementary teachers at an inner-city school in Western Canada. Collaborative inquiry – a branch of action research – was the process used to support teachers’ professional learning in the use of technology in their arts education programs. The research questions were: (a) in what ways has the collaborative inquiry approach to professional learning had an impact on teachers’ learning and thinking about the use of ICT in arts education? (b) in what ways has the collaborative inquiry approach to professional learning had an impact on participants’ changed practice? and (c) how do collaboration and dialogue foster the construction of knowledge related to teachers’ integration of ICT to support their arts education program? The findings suggest that collaborative inquiry was an effective strategy for professional learning and impacted teachers’ learning and thinking about the use of technology in their arts education program in several ways. There were indications that the collaborative inquiry group afforded social-emotional support, a forum for dialogue and collaboration, as well as an avenue to explore alternative perspectives and new ideas. It was also evident that new habits of mind were beginning to emerge. Teachers felt increased confidence and efficacy which led to risk-taking and exploration of new technologies, an increased capacity for evaluating ICT with pedagogical intent, as well as a strengthened ability to think reflectively about their practice. Furthermore, changes in practice were evident in the following areas: subject matter and materials, organizational structures, roles and behaviors, knowledge and understanding, and value internalization. And finally, the findings reveal that dialogue and collaboration are important factors in helping teachers foster their construction of ICT knowledge. These processes helped advance understanding as participants challenged one another, pushing each other to a higher level of pedagogical and divergent thinking. Dialogue sessions offered participants a powerful forum for idea generation, idea sharing, and cooperative problem solving.

The aims of this study were to investigate tertiary English language teachers’ needs, experiences, and expectations for PD in oral English discussion strategies, to develop a transformative model of professional development using a CoP framework, and to consider how teachers transformed their learning through completing this PD program. To achieve these aims, a case study was designed that used both quantitative and qualitative data collection methods to collect data from multiple sources. Data were collected from: (1) a questionnaire of 30 EFL teachers in the English department of a Chinese university; and (2) interviews with four teachers who volunteered to participate in the CoP; and (3) audio transcriptions of ten professional development meetings, blogs and follow-up electronic interviews six months later. These data were analysed using quantitative and qualitative techniques. The key findings from the analysis of the teacher PD questionnaires and preliminary interview responses showed that although the English teachers in the research site lacked PD experience, they had positive perceptions and expectations for PD activities. However, it was found that PD activities that the respondents had previous attended had been mainly trainer-centred and not relevant to their actual classroom teaching. The teachers reported a need for more opportunities to work with their peers in groups, and for professional development more closely aligned with their needs that considered their other professional commitments and workloads. Based on these findings, a PD program using a Communities of Practice framework was designed to assist teachers to develop new strategies for teaching English oral language skills. Analysis of the transcripts from the PD meetings, post-PD interviews, and electronic interviews revealed that the process of PD implementation was more complex than the initial framework had suggested. First, the outcomes after the implementation of the model varied more than anticipated. The teachers negotiated meanings to enable them to introduce new practices, persisted with their old practice, and adapted, rather than directly adopting, activities. Second, the teachers’ change in practice was smaller than anticipated. Third, the teacher change related to thinking as well as practice. The PD model using a CoP framework was then refined and extended based on these findings. The study also reported an individual case study of one participant’s (Yang’s) learning in the PD program. It was found that Yang went through a significant evolution in her learning. She came to the program as an “outsider” and a listener who was willing to learn new practice from the other teachers. She experienced various cycles during which she implemented what she learned in the meetings and achieved transformation, which included both adaptation and adoption of new strategies in her teaching. The findings revealed that the process of teacher transformative learning in a CoP was complex, cyclical and requires further facilitation and extended participation in face-to-face group activities. Implications were drawn from these findings about directions for future research including: further research in the Chinese context for deeper understanding of teacher transformative learning in PD, and further research on implementing the model in other contexts to explore teachers transformative PD and to investigate the possibility of extending this model to a larger context. This study is an example of how a professional development model using a Community of Practice framework could be implemented for EFL teacher transformative learning in one Chinese university. The study proposed a model, then refined and extended this model which might be applied to other research contexts.