ABSTRACT

Teacher leaders play a significant role in school and system improvement. Teacher leaders who maintain teaching responsibilities while taking on leadership responsibilities outside the classroom require professional learning. A school district worked with university faculty and professional learning facilitators to develop a design-based professional learning program (DBPL) as part of a design-based research study. Two research questions guided the study: (1) In what ways does DBPL support teacher leaders’ efforts in creating the collective collaborative capacity? (2) What is needed for teacher leaders to develop collective collaborative capacity? Teacher leaders (n = 374/500) completed a pre- and post-survey, provided artefacts, contributed to online collaborative conversations, and provided written feedback. Four findings emerged from this study; teacher leaders: 1) increased in leading teacher learning, using resources, understanding school authority goals and leadership expectations, and expanding their professional network; 2) increased in their ability to lead collaboration in their professional learning community; 3) developed trusting relationships within the network of learning leaders; and 4) required a shared or distributed approach at the school level. DBPL empowered teacher leaders to exercise leadership by taking on leadership responsibilities outside of the classroom with a deliberate focus on creating coherence by developing collective responsibility for student success.

摘要

教师领导在学校和系统改进中发挥着重要作用。在课堂外承担领导责任的同时保持教学责任的教师领导者需要专业学习。一个学区与大学教师和专业学习促进者合作，开发了基于设计的专业学习计划 (DBPL)，作为基于设计的研究的一部分。两个研究问题指导了这项研究：（1）DBPL 在哪些方面支持教师领导者创造集体协作能力的努力？（2）教师领导者培养集体协作能力需要什么？教师领导 (n = 374/500) 完成了一项前后调查，提供了人工制品，参与了在线协作对话，并提供了书面反馈。这项研究得出了四项发现；教师领导： 1) 在领导教师学习、使用资源、了解学校权威目标和领导期望以及扩大他们的专业网络方面有所增加；2) 提高他们在专业学习社区中领导协作的能力；3) 在学习领导者网络中建立信任关系；4) 需要在学校层面采用共享或分布式方法。DBPL 授权教师领导者通过在课堂外承担领导责任来行使领导力，并通过培养学生成功的集体责任来刻意关注创造连贯性。2) 提高他们在专业学习社区中领导协作的能力；3) 在学习领导者网络中建立信任关系；4) 需要在学校层面采用共享或分布式方法。DBPL 授权教师领导者通过在课堂外承担领导责任来行使领导力，并通过培养学生成功的集体责任来刻意关注创造连贯性。2) 提高他们在专业学习社区中领导协作的能力；3) 在学习领导者网络中建立信任关系；4) 需要在学校层面采用共享或分布式方法。DBPL 授权教师领导者通过在课堂外承担领导责任来行使领导力，并通过培养学生成功的集体责任来刻意关注创造连贯性。