The Role of Teacher Leadership for Promoting Professional Development Practices

2017 ◽  
pp. 958-981
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

The Role of Teacher Leadership for Promoting Professional Development Practices

2016 ◽  
pp. 91-114 ◽  
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

The Role of Teacher Leadership for Promoting Professional Development Practices

2016 ◽  
pp. 1324-1347
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

The Role of Teacher Leadership for Promoting Professional Development Practices

2016 ◽  
pp. 183-206
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

The Role of Teacher Leadership for Promoting Professional Development Practices

2016 ◽  
pp. 1690-1712
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

scholarly journals Current stage of Russian advocacy development

2021 ◽  
pp. 27-36
Author(s):  
S. I. Volodina
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Law Enforcement ◽  
Legal Profession ◽  
Negative Consequences ◽  
Legal Aid ◽  
The Status ◽  
Standards Of Proof ◽  
Current Stage

The paper considers the present time status of the Russian advocacy, the progress in digitalization of the legal profession and plans for the future development, as well as advocacy’s challenging issues and solu- tions. The article reviews criteria for division of advocacy’s challenging issues. The paper refers to the creation of a commemorative medal in honor of the 30th anniversary of the FSAR (Russian Federal Lawyers Union).The role in the integration of the legal profession of the famous attorney and the former head of the department of advocacy of the Kutafi n Moscow State Law University (MSAL) A. V. Kligman, in whose honor the medal was created, is described. Also, the article highlights the “Pashayev eff ect” as the legal profession antihero and shows the negative consequences to which his behavior led. Moreover, attention is paid to the Concept of the development of the legal aid market and the tasks of the legal profession. Besides topics discovered, the Author analyzes the problems of protecting the professional rights of attorneys, the example of violation of the rights is provided by the case of attorney Diana Tsipinova in 2020 and the advocacy’s attempts to achieve a positive result. The problem of creating a specialized advocacy is revealed. The question of the mandatory internship for the purpose to acquire the status of an attorney is discussed. Defenсe standards and Standards of proof are observed. An example of the successful practice in the fi eld of people’s mental health of attorney Y. L. Ershov and his role in changing the law enforcement in mentioned area is given. The role of professional development of advocacy is shown.

scholarly journals Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions

2018 ◽  
Vol 1 (3) ◽  
pp. 44-63
Author(s):  
Sylvia Bagley ◽  
Kimmie Tang
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Teacher Leaders ◽  
Phenomenological Study ◽  
Special Education Teacher ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Roles And Responsibilities ◽  
Diverse Field

Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.

The Teacher's Role in Personalized Learning

2020 ◽  
pp. 54-80
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
School Setting ◽  
Personalized Learning ◽  
Background Information ◽  
Teacher Leader ◽  
Research On Teaching ◽  
Leader Roles ◽  
Teachers Attitudes

This chapter is designed to inform teachers, administrators, policymakers, and researchers on the role of the teacher in a personalized learning (PL) environment. Teaching using a PL strategy creates a new role and set of responsibilities for teachers that also may impact the training and credentialing of preservice teachers and the professional development of existing teaching professionals. In a PL school setting, teachers may have more opportunities to settle into teacher-leader roles. The chapter provides an introduction, background information, and recent research on teaching in a PL environment. Additional resources are included as well. A survey to assess teachers' attitudes toward PL can be found in the appendix of this chapter.

scholarly journals THE ROLE OF LEADERSHIP IN TEACHERS’ SELF-EFFICACY

2021 ◽  
Vol 2 ◽  
pp. 348-359
Author(s):  
Mirali Mammadzada
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
School Administrators ◽  
Journal Article ◽  
Secondary Analysis ◽  
The Self ◽  
Leadership Roles ◽  
Teachers Professional Development ◽  
Roles Of Principals

The self-efficacy of teachers is an important aspect that must be considered in evaluating educational systems. It is affected by several factors such as teachers’ professional development, motivation, and satisfaction. These factors are in turn, affected by leadership roles in the educational system. This paper aimed to determine the correlation between the role of leadership and teachers’ self-efficacy through these factors. A qualitative approach was used where secondary analysis of written articles was conducted. The demographic of the sample in each journal article studied included primary, secondary, and tertiary schoolteachers in Europe. Results show that the factors under study are affected by the leadership roles of principals, school administrators, and teachers. Leadership roles improve teachers’ professional development, boost motivation, and increase job satisfaction which as a result, affects the self-efficacy of teachers. Thus, the leadership roles of principals, school administrators, and teachers, particularly a transformational type of leadership in contrast with a transactional form of leadership, affect the self-efficacy of teachers positively and ultimately their performance in their classes. 

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.

Using Self-Mentoring to Increase Teacher Efficacy and Confidence as Leaders

2016 ◽  
pp. 307-320
Author(s):  
Marsha L. Carr
Keyword(s):  
Teacher Efficacy ◽  
Teacher Leadership ◽  
Organizational Citizenship ◽  
Self Efficacy ◽  
Teacher Leaders ◽  
Classroom Teacher ◽  
The Self ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Public School Teachers

Self-mentoring, the act of leading oneself in an unknown environment, is a sustainable practice of leadership with developing teacher leaders. One manner in which self-mentoring contributes to the development of a teacher leader is through increased confidence and self-efficacy (Bond & Hargreaves, 2014). When the self-efficacy of a classroom teacher increases, the efficacy of the students also increases (Bandura 1997), promoting higher levels of achievement. Public school teachers involved in self-mentoring studies harvested benefits of self-mentoring in their role as a classroom leader through augmented student engagement and motivation, but analogously in school-wide leadership roles. This chapter will elucidate how to use self-mentoring to increase confidence and teacher efficacy as leaders. It begins with an overview of self-mentoring inclusive of theory and the results yielded from several research studies; self-efficacy and confidence as it relates to teacher leadership; and how self-mentoring supports the development of teacher leaders and organizational citizenship.

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