Thesis advisor: Elizabeth Twomey / This case study evaluated the impact of implementing a Professional Learning Community (PLC) model on the role of teacher-leaders in a suburban school district. The study seeks to understand how the role of teacher-leader has traditionally been viewed by teachers and administrators and what, if any, changes have occurred in that role since PLCs were first implemented. Finally the study looks for signs that the initiative may be sustainable over the long-term by examining the changes that the PLC initiative had on the attitudes of both principals and teacher-leaders. This qualitative case study was conducted by a senior administrator in the school district, acting as participant-observer. Data collection instruments included pre- and post-study interviews, document review, researcher-observation of relevant events and the results of several surveys conducted by others during the implementation of the initiative. The study concludes that the role of teacher-leaders changed during the course of the PLC implementation with teacher-leaders becoming more active in school improvement efforts. The study also found that Principals were more willing to distribute leadership to teachers and teacher-leaders after the Professional Learning Community initiative and teachers and teacher-leaders became more committed to working on school improvement efforts as well. Using current research into the topic of sustainable change, the study suggests that these three findings are indicators the Professional Learning Communities may represent a sustainable concept to drive educational improvement efforts over the long-term. / Thesis (EdD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration and Higher Education.

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

This is a phenomenological study of the experiences of three teacher leaders in the context of high school reform. It examines the essence of teacher leadership and how these teacher leaders made sense of their experiences. At the outset is a portrayal of my position and connection to the phenomenon of teacher leadership. This study reviews literature within three distinct areas. First, the nature of school reform is examined, including the rationale for reform, the challenges associated with reform, how to achieve sustainable reform, and a review of six drivers for effective reforms. Then, an investigation of distributed leadership follows which includes a discussion of the processes and forms of distributed leadership and a description of the facilitators and tensions for distributed leadership. The third area of the review is focused on teacher leadership including the roles and characteristics of teacher leaders, their connection to staff development, issues of effectiveness, and tensions for teacher leaders. Following this review, the research design and methodology is presented. Transcendental phenomenology including the concepts of phenomenological reduction and imaginative variation are explored in detail. Protocol writing was utilized to select participants for this study. From collected writings by formal teacher leaders, participants suited for phenomenological research were selected. Three teacher leaders participated in in-depth, semi-structured interviews. The interviews were transcribed by the researcher. Participants shared their experiences as teacher leaders. Additional questions were asked to elicit more details about their experiences and to find out how participants made sense of their experiences. In the experiences of the participants, five themes emerged: Grappling with teacher leadership identity, facing the uncertainties of sustaining the reform initiative, negotiating the tensions between management and leadership, experiencing challenges of leading, and feeling the empowerment of success. Participants made sense of their experiences in these four ways: learning, communicating, doing, and reflecting. Several forces that impact the experience of teacher leadership and facilitate the formation of teacher leadership identity emerged. Through the process of making sense of their experiences, teacher leaders came to understand theory, which they termed getting it, and then enacted their learning. The ways in which teacher leaders made sense of their experiences were influenced in part by their leadership persona and in part by the culture and context within which they lived. Among the implications for theory from this study is that more needs to be learned about the leadership identity of teacher leaders leading reforms. Implications for practice include the provision of time for teacher leaders to reflect on and discuss their experiences, as well as the provision of professional development focused on change praxis and leadership praxis for teacher leaders and instructional leadership for in-school administrators. Among the implications for research are the need to investigate teacher leaders association with administration, both in their aspirations and in how they are perceived towards administration, the cognitive changes that occur for teacher leaders, whether a context of instructional leadership eases tensions in teacher leadership, and whether formal teacher leader roles are an effective way for school divisions to plan for leadership succession. In addition, the phenomenological research method is reflected upon.

This is a phenomenological study of the experiences of three teacher leaders in the context of high school reform. It examines the essence of teacher leadership and how these teacher leaders made sense of their experiences. At the outset is a portrayal of my position and connection to the phenomenon of teacher leadership. This study reviews literature within three distinct areas. First, the nature of school reform is examined, including the rationale for reform, the challenges associated with reform, how to achieve sustainable reform, and a review of six drivers for effective reforms. Then, an investigation of distributed leadership follows which includes a discussion of the processes and forms of distributed leadership and a description of the facilitators and tensions for distributed leadership. The third area of the review is focused on teacher leadership including the roles and characteristics of teacher leaders, their connection to staff development, issues of effectiveness, and tensions for teacher leaders. Following this review, the research design and methodology is presented. Transcendental phenomenology including the concepts of phenomenological reduction and imaginative variation are explored in detail. Protocol writing was utilized to select participants for this study. From collected writings by formal teacher leaders, participants suited for phenomenological research were selected. Three teacher leaders participated in in-depth, semi-structured interviews. The interviews were transcribed by the researcher. Participants shared their experiences as teacher leaders. Additional questions were asked to elicit more details about their experiences and to find out how participants made sense of their experiences. In the experiences of the participants, five themes emerged: Grappling with teacher leadership identity, facing the uncertainties of sustaining the reform initiative, negotiating the tensions between management and leadership, experiencing challenges of leading, and feeling the empowerment of success. Participants made sense of their experiences in these four ways: learning, communicating, doing, and reflecting. Several forces that impact the experience of teacher leadership and facilitate the formation of teacher leadership identity emerged. Through the process of making sense of their experiences, teacher leaders came to understand theory, which they termed getting it, and then enacted their learning. The ways in which teacher leaders made sense of their experiences were influenced in part by their leadership persona and in part by the culture and context within which they lived. Among the implications for theory from this study is that more needs to be learned about the leadership identity of teacher leaders leading reforms. Implications for practice include the provision of time for teacher leaders to reflect on and discuss their experiences, as well as the provision of professional development focused on change praxis and leadership praxis for teacher leaders and instructional leadership for in-school administrators. Among the implications for research are the need to investigate teacher leaders association with administration, both in their aspirations and in how they are perceived towards administration, the cognitive changes that occur for teacher leaders, whether a context of instructional leadership eases tensions in teacher leadership, and whether formal teacher leader roles are an effective way for school divisions to plan for leadership succession. In addition, the phenomenological research method is reflected upon.

Teacher leadership has emerged as a component of the movement to increase student achievement in science and mathematics. The Information Technology in Science Center for Teaching and Learning (ITS Center) was funded by the National Science Foundation with the goal of developing science education leaders. This study explored the changes in teachers' descriptions of their leadership in their school settings before and after their participation in a science education leadership program and the aspects of their science education leadership. A study of teacher-participants in Cohort II of the ITS Center was conducted to investigate how they demonstrated leadership in their school settings and to what extent these teachers attributed changes in their leadership to their ITS Center experience. Participants in this study were 15 classroom teachers who participated in Cohort II of the ITS Center. Quantitative and qualitative methodologies were used. These teacher-participants completed a Teacher Leadership Roles Survey as a part of their application to participate and then again one year after their ITS Center participation. Their primary leadership roles were to serve as a source of knowledge and a generator of new ideas for their fellow teachers. Their major activity was to develop curricular/instructional materials. However, the change in their leadership roles and activities was highly variable. As the literature indicates, demonstration of teacher leadership is highly dependent on context. The participants who greatly increased their leadership roles and activities moved into new, formal leadership roles following their ITS Center experience. Participants who greatly decreased their leadership roles and activities had changed school campuses or districts. A case study was conducted of two teachers demonstrating a great increase in leadership. They identified the components of the ITS Center experience that contributed to increased leadership roles and activities as: relationships developed with fellow teachers, graduate students, and university faculty; extended time for engagement in ITS Center activities; accountability for implementation of ITS Center Instructional Frameworks and Practitioner Research Plan; and their increased understanding of educational research and the role it plays in evidence-based decision making.

No description available.

ABSTRACT Research suggests that highly qualified teachers are an important factor in improving the reading performance of children. This study began with a question about how teachers with a reading specialization used their expertise to advance the quality of instruction in non-metropolitan schools and school jurisdictions. Very little research on the roles of reading specialists in Canadian learning environments is available. This qualitative study sought to give a voice to the experiences of three teachers who first became reading specialists because they wanted to be better at helping struggling readers. They then became teacher leaders, guiding other teachers in their schools and districts to provide quality reading instruction for students. Through multiple, extensive interviews with the three participants, I learned the stories of how they became engaged in advanced study of reading, what they were able to contribute to reading instruction and literacy education in their schools and regions, and what sorts of collegial experiences the reading teacher leadership had afforded them. When analyzed, the data revealed teachers who, throughout their careers, consistently sought ways to make literacy learning more relevant and more successful, who were eager to share their knowledge with other teachers, who were passionate about the work they did, and who were ultimately disappointed. The disappointment was precipitated by the realization that no matter what productive work the reading specialists were engaged in, district administrators placed limited value on teacher expertise. As a result, the non-urban school districts that traditionally had few teachers with specializations in any subject area, were prematurely stripped of their valuable teacher resources when, in reaction to their treatment, the study participants retired or left the district. In order to promote lasting, quality academic improvement among students, school district administrators need to formally recognize, through policy, that the best performance from students comes from classrooms with the best educated teachers, and thus encourage more teachers to pursue studies beyond a basic teacher education.

Title: LEADERSHIP ROLES FOR NATIONAL BOARD CERTIFIED TEACHERS IN SOUTHERN ILLINOIS SCHOOL DISTRICTS National Board Certified Teachers (NBCTs) are highly skilled in the latest research-based instruction and understand the importance of data-driven instruction and its impact on student learning. Because of their expertise, NBCTs have the potential to become leadership agents for producing high-performing schools. However, there is little to no evidence that NBCTs are being encouraged to use their expertise to improve school performance. Therefore, the purpose of this study was to explore NBCTs in leadership roles in southern Illinois schools. To accomplish this purpose, three areas were explored: the extent to which NBCTs participated in leadership roles in schools and the nature of those NBCT leadership roles, NBCTs' perceptions regarding their leadership role significance, and the enablers and barriers to NBCT leadership. Mixed methods were used to interpret, analyze, and draw conclusions from quantitative and qualitative data. The findings show that prior to November 2007, 150 NBCTs were actively teaching in Regional Areas V and VI in southern Illinois school districts. Sixty-two percent (n=93) of those NBCTs responded to the request that they participate in the survey. Of those responding to the survey, over one half (59%) of NBCTs were involved in leadership roles in schools. In addition to their regular teaching assignments, the majority of these NBCTs were involved in multiple leadership roles in the seven core areas of professional growth and staff development, mentoring, curriculum development, student achievement, grant writing, school improvement, and support groups. Forty-one percent (n=38) of NBCTs indicated not having a leadership role. To determine NBCTs' perceptions of leadership role significance, NBCTs ranked the significance of their leadership role(s). The findings show that NBCTs perceived their leadership role(s) to have the most significance when addressing the following areas: (a) improved classroom practices, (b) communicating and operating from strong ideals about teaching and learning, (c) coaching and facilitating teams of teachers in school wide professional and staff development, (d) disaggregating and analyzing test scores data to increase student learning, and (e) promoting shared goals and vision. NBCTs perceived less significance when their leadership role(s) were involved in collaborating with administrators in creating and sustaining internal conditions, acting as change agents to inspire peers, leading the recognition and celebration of school accomplishments, facilitating sessions on current theories and practices, and addressing and adapting to negative undercurrents within the organization. The enablers and barriers to NBCT leadership roles were explored. The findings show that factors associated with administrators, colleagues, and circumstances beyond one's control contributed to the enabling or barring of NBCT leadership in schools.

Thesis advisor: Vincent Cho / As a result of pressing educational inequities that can be traced to students’ race, ethnicity, class, home language, and learning needs, many districts prioritize equity work in their strategic plans and mission. With their close proximity to student learning, teachers can play an integral role in furthering equity efforts. Studies have pointed to the building principal as the leader most influential in creating a culture of teacher leadership; however, there is a gap in the research related to how the district leadership sets the conditions for this culture. The purpose of this qualitative case study was to explore how district leaders in one Massachusetts school district set the conditions for teacher leadership, specifically in enacting efforts to support the learning of all students. Data was gathered through semi-structured interviews and document review. Findings indicate that district leaders can cultivate teacher leadership in equity work when they provide meaningful professional development opportunities, when they consistently support building principals, when their messaging about the importance of equity is clear, and when they provide formal leadership roles and opportunities to teachers. Although several steps removed from the locus of the classroom, district leaders can play a critical role in fostering a culture in which teachers are trusted, supported, and prepared to reach every learner. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

In a Georgia middle school, general and special education teachers expressed concerns about the challenges of working collaboratively in the inclusive classroom. Effective teacher collaboration is pivotal to ensure academic success of all students. The purpose of this qualitative bounded instrumental case study was to explore middle school teachers' perceptions and attitudes toward shared teacher collaboration in inclusion classrooms. Lave and Wenger's situated learning theory was the conceptual framework. Purposeful sampling was used to select 4 general and 4 special education teachers who worked in middle school coteaching classrooms. Face-to-face interviews and teacher lesson plans were the data sources. Data were analyzed using inductive analysis and open and axial coding strategies. Teachers identified ongoing training emphasizing coteaching models, collaboration, and classroom management strategies, coplanning periods, teacher selection guidelines for inclusion classes, and administrative involvement in collaboration as challenges of and optimal opportunities for working collaboratively. Based on these findings, a 3-day professional development project was designed to support effective teacher collaboration and foster positive communication with administration teams. These endeavors may contribute to positive social change when administrators establish and cultivate a school culture of positive teacher collaboration between general and special education teachers involved in coteaching, thereby improving teachers' coteaching experiences and improving the academic environment for all learners.