Teacher Leadership in Professional Development Schools: A Definition, Brief History, and Call for Further Study

2018 ◽  
pp. 19-37
Author(s):  
Jana Hunzicker
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Professional Development Schools

Rethinking Teacher Leadership Through Professional Development Schools

1995 ◽  
Vol 96 (1) ◽  
pp. 87-106 ◽  
Author(s):  
Linda Darling-Hammond ◽  
Marcella L. Bullmaster ◽  
Velma L. Cobb
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Professional Development Schools

scholarly journals Learning-focused Teacher Leadership: The Professional Development School (PDS) Advantage

2019 ◽  
Vol 1 (4) ◽  
Author(s):  
Jana Hunzicker
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
English Learners ◽  
Professional Development Schools ◽  
Leadership Roles ◽  
Algebra Students ◽  
Teachers And Students ◽  
Core Practices ◽  
Professional Developer ◽  
Learning Focused

Professional development schools (PDS), a specific type of school-university partnership, offer distinctive learning environments for teachers by encouraging innovation and modeling best instructional practices. In PDS partnerships, opportunities abound for teachers to assume learning-focused leadership roles such as team lead, instructional coach, and professional developer. Drawing from the book Teacher Leadership in Professional Development Schools, this article recounts stories of learning-focused teacher leadership in two different PDS partnerships that resulted in positive outcomes for kindergarten through fifth grade English Learners (EL) and for ninth grade algebra students. Supported by research, the stories illustrate how providing embedded support and opportunities for teacher leadership through the PDS core practices of teacher preparation, professional development, inquiry and research, and student learning is advantageous for both teachers and students.

scholarly journals Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools

2017 ◽  
Vol 2 (4) ◽  
pp. 9
Author(s):  
Louis L. Warren
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Leadership Skills ◽  
Professional Development Schools ◽  
Teacher Leader ◽  
Teacher Education Programs ◽  
Leader Identity ◽  
Culture Of Inquiry ◽  
K 12 ◽  
Over Time

Professional development schools (PDS) are innovative institutions formed through partnerships between teacher education programs and K–12 schools. This partnership contains many innovative practices of how teachers develop leadership skills over time. Development by its very nature is a process of change that unfolds over time and driven by a culture of inquiry. This chapter will provide some insights of how PDS innovative practices help teachers to become leaders within the profession.

scholarly journals Improved Professional Development Through Teacher Leadership

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Wesley D. Hickey ◽  
Sandra Harris
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Exemplary Teachers ◽  
Development Model ◽  
Faculty Effectiveness ◽  
Professional Development Model ◽  
Teaching Faculty ◽  
The Impact

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.  

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