Sentences with phrase «teacher leader practice»

Although a process to select teacher leaders was likely a feature of leadership programs or teacher leader positions examined in most studies, few explored the effects of selection on teacher leader development or teacher leader practice.

Manno and Firestone (2006) and Coggins et al. (2003) investigated the connection between teacher leader knowledge prior to assuming a teacher leader role and its effect on teacher leader practice.

While the existing knowledge base of empirical literature offers a small amount of assistance to those faced with decisions about selecting teacher leaders, more research is needed that focuses on teacher leader selection and its connection to teacher leader practice.

However, these studies did not empirically examine the connection of specific criteria with teacher leader practice.

Any conditions for effective teacher leader practice were specified, and examples to illustrate these practices were reviewed.

Miller et al. (1999) found that teacher leader practice varied according to the extent that their preparation program attended to developing leadership skills and knowledge of mathematics, science, and pedagogy.

The impact of teacher leader training programs on the teacher leader practice of designing and / or facilitating professional development

Additional research is needed to investigate the link between particular forms or combinations of forms of teacher leader practice on student outcomes.

A common vision for teacher leader practice between the principal and teacher leaders supports efforts by teacher leaders to change teachers» classroom instruction.

In six studies, connections were made between the specific knowledge and skills targeted in a preparation program and their impact on the nature of teacher leader practice.

Six studies examined the relationship between the specific knowledge and skills developed in a preparation program and the nature of teacher leader practice.

Descriptions of teacher leader practice to support teachers» implementation of instructional materials

Mimbs (2002) found that, in a teacher leader preparation program, participants identified providing support to teachers» use of instructional materials as a goal of their future teacher leader practice.

Spillane et al. (2001) and Bliss (1999) examined the relationship between subject area and the teacher leader practice of designing and / or facilitating professional development.

These studies examined three aspects of this teacher leader practice.

These findings echo those of Wallace et al. (1999) and Miller et al. (1999), that a focus on a particular topic (such as a new curriculum) and type of teacher leader activity (such as dissemination) in a preparation program was manifested in teacher leader practice.

In the studies in which lesson planning was present, other strategies, such as co-teaching classes with teachers or leading teacher work groups, were also identified as teacher leader practice.

Miller et al. (1999) extended the findings from Wallace et al. (1999) with attention to the impact of the design of preparation programs on teacher leader practice.

These studies, found that participants» knowledge of content and pedagogical strategies was deepened through participation in the preparation programs, but the studies did not investigate the impact of this preparation on teacher leader practice relative to supporting instructional materials implementation.

Hofstein et al. (2004) and Oehrtman et al. (2009) found that the interventions impacted teacher leader practice, including lesson planning, although impact was reported differently in each study.

None of the studies that were reviewed isolated the effect of teacher leader practice, including lesson planning, on student learning.

These studies did not investigate the unique contribution of this teacher leader practice.

Teacher leader practice was described from several different perspectives: the supervisors of teacher leaders (Mangin, 2007; Moore, 1992), the teachers with whom teacher leaders work (Cruz, 2003; Gigante & Firestone, 2007), and the teacher leaders themselves (Cruz, 2003; Gigante & Firestone, 2007).

Whether teacher leaders are granted no -, part -, or full - time release, expectations for teacher leader practice should be aligned with the amount of release time provided.

Studies of teacher leader practice provided converging evidence that, due to a lack of release time, teacher leaders were unable to provide substantive direct instructional support to classroom teachers.

studies examining the relationship between teacher leader knowledge and teacher leader practice;

Orchestrating preparation around what a group of teacher leaders is doing, what they are learning, and what they still need to learn, underscores the idea that teacher leader practice should have some similarities and a common purpose.

In the fourteen studies in which the teacher leader practice of conducting demonstration lessons or modeling was present, other strategies to provide instructional support to teachers were generally also identified as teacher leader practice.

In these fourteen studies, the context or conditions that shape teacher leader practice (e.g., the norms of interactions about what teacher leaders believe they can and can not say or do in their work with teachers) was not the focus of inquiry and the studies do not investigate how these conditions contribute to the impact of teacher leader practice on teacher practice.

Studies identified factors that influenced teacher leader practice, including demonstration lessons.

Manno and Firestone (2006) and Neufeld and Woodworth (2000) called attention to release time in the selection of teacher leaders to participate in their studies of teacher leader practice.

Among these studies, release time was investigated as a factor that may influence teacher leader practice (Doyle, 2000; Gigante and Firestone, 2007; Latz et al., 2009; Manno and Firestone, 2006; Moore, 1992; Neufeld and Woodworth, 2000; Ryan, 1999; Spillane et al., 2001; Zepeda and Kruskamp, 2007) and engagement in teacher leader practices that contribute to the development of teacher leadership (Edge and Mylopoulos, 2008; Lewthwaite, 2006).

Impact of teacher leader practice, including demonstration lessons or modeling, on student and teacher outcomes

Preparation that occurs at the outset (i.e., prior to engaging in teacher leader practice) is important to get teacher leaders started, but designers of preparation programs should be purposeful about what this portion of preparation is meant to accomplish.

Moreover, across these fourteen studies, various outcomes of the teacher leader practice of providing demonstration lessons or modeling were examined:

studies examining teacher leader practices, in terms of roles and functions of teacher leaders in their work with K — 12 teachers;

Studies by Gersten and Kelly, (1992), Gigante and Firestone (2007), Race et al. (2002), and Vesilind and Jones (1998) showed that teacher leader practices, including demonstration lessons or modeling, had a positive impact on teachers» classroom practice.

These studies do not specify whether particular teacher leader practices had greater impact than others.

Another study found variability of impact, with some teachers embracing teacher leader practices and evidencing change while others resisted working with the teacher leader altogether (Madsen et al., 1991, 1992).

Among these studies, demonstration lesson or modeling appeared in various ways: one set investigated the impact of an intervention (such as teacher leader training) or teacher leader content knowledge on teacher leader practices including demonstration lesson or modeling; another set of studies examined the relationship between teacher leader practices, such as demonstration lesson or modeling, and changes in teachers» classroom practice and student learning outcomes.

While all studies in this set reported positive effects due to various teacher leaders practices in support of the implementation of instructional materials, Gigante and Firestone (2007) suggests that support provided within teachers» classroom was more effective than other forms of support.

One study examined which teacher leader practices had the greatest impact on teachers» implementation of instructional materials.

In these studies, lesson planning was examined as part of a set of teacher leader practices; none focused on the unique contribution of lesson planning.

A group of studies (Fortner & Boyd, 1995; Gillis et al., 1991; Glazer et al., 2009, Manno & Firestone, 2006; Moore, 1992; Roehig et al., 2008, Russell, 1990; Slater et al., 1998) reported on teacher leader practices to support teachers» implementation of instructional materials, but did not examine the impact of these practices.

Weaver and Dick (2009), Khourey - Bowers et al. (2005) and McGee III (2006) examined the impact of a school reform initiative, which included unspecified teacher leader practices in addition to other forms of support to teachers, on teachers» implementation of instructional materials.

Gersten and Kelly (1992), Gigante and Firestone (2007), Balfanz et al. (2006), Ruby (2006) and Vesilind and Jones (1998) examined teacher leader practices in support of instructional materials implementation, in which teacher leaders worked directly with teachers in their classrooms, such as by co-teaching, conducting demonstration lessons, and observing teachers» instructional practice and providing feedback.

Implicit in these studies were two considerations that affect the content of preparation programs: the expectation that preparation programs build from the knowledge and skills of participants when they enter, and whether or not the program was linked to an explicit set of anticipated teacher leader practices.

Therefore, in these studies, the effect of the practice of lesson planning was combined into other teacher leader practices as well as other school reform strategies.

Not exact matches

If we can teach those skills to our children (and model it with our partners), and teachers are taught how to practice this in the classroom, and world leaders are taught how to dialogue in government, what a joyful world it would be!

«She is an outstanding educator whose dedication is evidenced beyond her commitment to students in the classroom; a true teacher leader consistently modeling and sharing best practices, an inspiration to all.»