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.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4497 |
| Date | 01 August 2016 |
| Creators | Carter, Ashley P |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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