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- All Subjects: Program For International Students Assessment
- All Subjects: teacher leadership
- Creators: Smudde, Christopher
Description
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.
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.
ContributorsGrimshaw, Deborah P (Author) / Ott, Molly (Thesis advisor) / Smudde, Christopher (Committee member) / Ford, Leslie (Committee member) / Arizona State University (Publisher)
Created2016
Description
This paper explores the importance of teacher preparation and quality as evidenced by three of the top-performing countries, Canada, Finland, and Singapore, on the 2015 Programme for International Students Assessment (PISA). All three of these countries have exemplary teacher preparation programs that are consistent nationwide with rigorous entry requirements, a demanding course load, and numerous opportunities to gain in-field experience. They also all compensate their teachers at a comparable salary to that of other occupations to incentivize more people to enter the field. In the United States, on the other hand, society devalues teachers, teachers are not paid what they deserve, and there is a lack of consistency in teacher preparation programs, specifically in regards to out-of-field teaching and the alternate ways people can become certified. These two issues have plagued America's educational system, and they have resulted in under-prepared teachers and lower-performing students. Not only is there inconsistency in the way that teachers enter into the profession, but teacher preparation programs themselves vary in their requirements. In order to improve its educational system, America must obtain more rigorous teacher preparation programs, increase teacher salary, provide prospective teachers with more classroom experience, and have specific admission requirements to be a part of the teaching profession. There is much that the United States can learn from the 2015 PISA results and the many successful educational systems around the world, and it is time that America pays attention to the wealth of international educational research available to better its teacher preparation programs and obtain more quality teachers.
ContributorsDunay, Angela Gilda (Author) / Guerrero, Karen (Thesis director) / Smudde, Christopher (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05