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.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_108839 |
| Date | January 2020 |
| Creators | Mizoguchi, Allyson Lee |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
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