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Investigation of the value of teacher leadership capacity-building: Implementation of an intervention framework to raise student achievement

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Date Issued:
2005
Summary:
The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.
Title: Investigation of the value of teacher leadership capacity-building: Implementation of an intervention framework to raise student achievement.
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Name(s): Nowocien, Darlene J.
Florida Atlantic University, Degree grantor
Guglielmino, Lucy M., Thesis advisor
Acker-Hocevar, Michele A., Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2005
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 127 p.
Language(s): English
Summary: The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.
Identifier: 9780542189418 (isbn), 12163 (digitool), FADT12163 (IID), fau:9070 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Ed.D.)--Florida Atlantic University, 2005.
College of Education
Subject(s): Academic achievement--Measurement
Educational leadership--United States
Teacher participation in administration--United States
School improvement programs--United States
Educational change--United States
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fcla/dt/12163
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.