Sentences with phrase «teacher leadership research»

In 2009, KMD also requested and received additional articles on teacher leadership research studies underway or completed by MSP projects.

Not exact matches

I recently conducted research in three high schools — one urban, one suburban, and one rural — to determine how they developed collective leadership, with teachers and administrators leading together.

It's a sign of the effective leadership training that independent research by the Institute for Fiscal Studies shows that teachers who train on our programme are seven times more likely to attain leadership positions in schools.

It focuses on building participants» leadership skills, and on developing them as research - informed teachers so they can tackle educational inequality in low - income schools throughout the country.

With over 20 years of experience in teacher education research, practice, and policy, Dawley provides innovative leadership in the design and pedagogy of virtual environments for teaching and learning.

I am passionate about noncognitive factors, teacher action research, cognitive neuroscience, and leadership development.

Ms. Darling - Hammond has done extensive research on leadership and teacher professional development and has championed the residency model of teacher preparation, which offers beefed - up field experiences.

Research on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achiResearch on teacher quality, charter schools, school leadership, class size, and other factors in school quality is likely to be as or more important than research on race - specific policies for reducing gaps in student achiresearch on race - specific policies for reducing gaps in student achievement.

They are dedicated to improving education by advancing the teaching profession through targeted research, outreach to policy - makers, and fostering teacher leadership.

Dakabin principal Kelly Jeppesen says two of the school's leadership team attended the workshop and Perry's research on student voice and relationships between students and teachers resonated with them.

Edutopia's teacher development and leadership research review takes a look at the state of research on this topic and helps make sense of the findings.

My goals in coming to the Ed School were threefold: expanding my knowledge of how people, early childhood through adolescence, develop moral and ethical behaviors; creating strategies, systems, and tools that educators can use to best preserve and promote moral and ethical growth in the students they teach; and refining the leadership and research skills necessary to further my role as a teacher leader and reformer for the future.

by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing within - school variation and the role of middle leadership by James Toop, ceo of Teaching Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

My Evergreen Education colleague John Watson, who led the research, has done a good job distilling several of the lessons behind these schools» successes in a series of blog posts that chronicle the importance of leadership in blended learning; the critical role in - person teachers and mentors — not just monitors — play; the persistence district schools must have as they navigate the inevitable bumps on the road to implementing successfully blended learning; and the important role data plays.

Strategies to increase leadership opportunities and provide mentoring in this area included the New South Wales education department's Rural School Leadership Program targeting early career ATSI teachers and Principals Australia Institute's Dare to Lead program, supported by the Australian Council for Educational Research.

Though experts in educational leadership argue that principals and superintendents - especially those in troubled venues - must be proactive risk - takers who engage in «creative insubordination,» research has found that «teachers tend to be reluctant risk takers.»

TEP faculty members are experienced classroom teachers whose diverse research interests span teaching, learning, and teacher leadership.

Research shows that high quality teaching and leadership teams learn from each other's practices, experiences and support, and that's why we will always keep you, the reader, at the heart of Teacher magazine, providing educators and educational leaders with a strong voice and a platform to share and collaborate.

Recent research shows that teachers are increasingly taking on leadership responsibilities within schools and that interest in so - called hybrid positions that combine classroom teaching with other roles is growing rapidly.

Following her presentation at ACER's Research Conference last year, Bendikson sat down with Teacher editor Jo Earp to talk more about courageous leadership, particularly when faced with the challenge of resisting a new program or idea.

«The school leadership team explored the positives and negatives of not allowing the use of mobile phones at school — we looked at recent research and anecdotal evidence, including teachers» experiences.

Her research interests include leadership learning and development, and teacher leadership.

Then we examine teacher research as a form of teacher leadership.

In five cities, we helped students and teachers conduct survey research about their own schools, supported dialogue and constructive action around their research results, and nurtured youth leadership all along the way.

It plans to create district grants for 30 -60-90-day research projects through which problems in teacher leadership practice are investigated, and the findings reported.

Frequent topics include school improvement, leadership, standards, accountability, the achievement gap, classroom practice, professional development, teacher education, research, technology and innovations in teaching and learning, state and federal policy, and education and the global economy.

Educators will develop teacher leadership skills by exploring the latest research, trends, and strategies.

Research suggests that many factors contribute to teacher turnover — preparation, new teacher mentoring, compensation, working conditions, school leadership, autonomy, access to career pathways, [3] to name some of the most widely cited.

If teachers have more influence in decision making and practice shared leadership, they believe parents are also more likely to have influence and be involved actively in school improvement efforts.167 Since other research has confirmed this relationship, we kept both constructs in the remaining analyses.

This section contains a series of Knowledge Reviews that provide a summary of what we know from experienced practitioners and research in the area of teacher leadership.

Mr. Toth is actively involved in research and development, gives public presentations, and advises education leaders on issues of leadership and teacher effectiveness, school improvement, and professional development systems.

In light of prior research, we then assume that leadership behaviors and characteristics are the factors most likely to create the conditions for professional community to develop among teachers.

Critical issues included: addressing benchmark results, having the leadership team visible in all classrooms, researching and initiating appropriate interventions, supporting teachers through coaching, and providing resources and removing barriers to learning.

Previously she was Co-Director of SRI International's Center for Education Policy where she led research studies on the preparation and induction of new teachers, teacher professional development and teacher leadership, and systems reform efforts.

Then we provide a synopsis of results from our research about leadership practices perceived by teachers and principals to be instructionally helpful.

First, a search was conducted to identify empirical research studies on teacher leadership in math and science.

His research and publication activities focus on education policy and program change, school improvement, in - service teacher development, and education leadership in Canada, the United States, East Africa, Pakistan, and Chile.

In a review of the published empirical literature, eleven research studies were identified that included findings related to release time for teacher leadership.

Much current research about instructional leadership is focused on distributed leadership125 or on the leader «s content knowledge.126 Meanwhile, questions about how and when the principal might best engage with a teacher to address specific practices used by effective teachers have been under - researched.

However, additional research is needed to isolate the effect of teacher leadership on student learning and to understand its role in a broader set of school reform strategies.

Additional research is warranted to examine how teacher leadership interacts with contextual conditions to impact classroom instruction.

Her research interests focus on what works in improving literacy teaching and learning, and leadership development of principals and teachers.

The eight studies described above were part of a more inclusive review of the research on interventions / experiences to develop teacher leadership.

The second research question, «Are teachers «reports of instructional leadership similar to what principals have to say about it?»

Our main question for the research described in this section is, «What leadership practices on the part of school principals are considered, by principals and teachers, to be helpful in supporting and improving classroom instruction?»

Emerging research from Rutgers and Cornell Universities is showing the positive impact of collaborative partnerships on district and school climate, effective leadership, teacher efficacy and student learning.

For a bibliography for the research on developing knowledge and skills for teacher leadership, click here.

Drawing on his research, Carpenter details the potential benefits of these experience, such as personalized, on - demand availability; motivational factors; the ability to connect teachers around the world; and increased leadership opportunities.

Further, in addition to relying solely on traditional approaches to educational research, the action research model of teacher inquiry / teacher leadership seems to be a sensible approach given the rapid changes in contemporary computer technologies.

However, while these studies indicated that teacher leaders positively impacted the teams they were on, the studies did not reveal much about the nature of the leadership teacher leaders provided and why it was effective, indicating an area for additional research.