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Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework

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Abstract

Teacher Leadership is an effective way to support positive school change (Lai and Cheung 2015; Mangin and Stoelinga in Effective teacher leadership, Teachers College Press, New York, pp 1–9, 2008). To accelerate success, professional development programs aimed at building teacher leadership have proliferated across the globe. And yet, teacher leaders attending such programs often report difficulty in transferring their new knowledge and skills to their schools in meaningful ways (Snoek and Volman in Teach Teach Educ 37:91–100, 2014). In this study, we propose these results may stem from a failure of such programs to support double loop learning. To test this idea, we apply Argyris and Schön’s (Theory in practice: increasing professional effectiveness, Jossey-Bass, San Francisco, 1996) theory of action framework as a tool to examine teachers’ (n = 13) and administrators’ (n = 6) experiences with a teacher leadership development program and specifically whether there were gaps in their espoused theories and theories-in-use. We find double loop learning occurred regarding informal teacher leadership and the cultural norms of autonomy, egalitarianism, and seniority. However, such learning did not extend to principals’ orientation towards shared decision making and authority. While administrators (re)-created structures for teacher leaders to participate in such decision-making (e.g., instructional leadership teams) (i.e., single loop learning), they failed to shift power and authority regarding decision-making in these venues. As a result, teacher leaders’ efficacy was diminished as was the school’s ability to fully engage in change.

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Notes

  1. Pseudonyms used throughout.

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Authors and Affiliations

  1. Department of Educational Leadership (Unit 3093), Neag School of Education, University of Connecticut, 249 Glenbrook Road, Storrs, CT, 06269, USA

    Jennie Miles Weiner & Alexandra J. Lamb

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  1. Jennie Miles Weiner
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Correspondence to Jennie Miles Weiner.

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Appendix: Sample interview questions

Appendix: Sample interview questions

Interview questions were grounded in research on the intersection of teacher leadership and organizational culture (e.g., Donaldson et al. 2008; Lortie 2002; Nguyen and Hunter 2018; York-Barr and Duke 2004, etc.) and prior work by the authors (Edmondson et al. 2016; Weiner 2011, 2016a, b) focused on how principals and teacher leaders conceptualize the role and their work within it.

Sample interview questions (full protocols available on request)

Role

Questions

Administrators

How has DEE helped shape your idea of what teacher leadership in a school looks like?

Can you tell me a bit about a time this school year where you felt that you influenced your colleagues in their work? How did you draw on your DEE training during this leadership experience? Was this experience a success, meaning did you accomplish what you set out to?

How effective do you perceive teacher leaders to be?

What are the challenges and opportunities for teacher leaders? To what degree do you anticipate/feel that teachers’ participation in Dee will move them closer towards this vision? Why?

What supports are there to help teacher leaders improve?

What, if any, formal (pd, training, formal coaching) or informal learning (mentoring, data team or plcs) have you facilitated for colleagues?

How has DEE impacted your understanding/views of how administrators make decisions? What do you see as driving this decision making? Why?

How has DEE participation shaped your beliefs and practices of teacher leadership?

Teachers

What kind of teacher leadership positions operate at your school? How are teachers selected for this role?

How effective are teacher leaders at your school? What supports are there to help them improve?

What are the challenges and opportunities for teacher leaders?

What are the supports in place at this school so you can serve as a teacher leader?

What currently constrains your work as a teacher leader?

What have been some benefits of DEE participation to you as a teacher leader? Your school more generally?

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Weiner, J.M., Lamb, A.J. Exploring the possibilities and limits to transfer and learning: Examining a teacher leadership initiative using the theory of action framework. J Educ Change 21, 267–297 (2020). https://doi.org/10.1007/s10833-020-09378-z

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