No abstract

No abstract

This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger's CoP framework to analyze institutional factors that influenced the eLC process. Case study methods, including observation, interviews, and document analysis, were used to provide a rich and dynamic analysis of the eLC process in light of what research says about preparation and support for quality online teaching. While the institutionally-driven nature of the eLC process posed some barriers to alignment with the domain and community elements of the CoP framework, case study participants expressed that the eLC process impacted their practice and connected them to colleagues with which they could collaborate and problem solve. The use of strategies such as valuing the work of eLCs, removing barriers, and connecting the eLC process to the organizational strategy served to facilitate alignment with the CoP framework and overcome some of the potential disadvantages of an institutionally-driven eLC process.

No abstract

ArtvilleAs school buildings open for students each year, school leaders are charged with developing a sense of buy-in. Principals are expected to hold solutions to issues such as curriculum needs, closing achievement gaps, and building a sense of unity on campus. In traditional school structures, teachers identify problems and concerns, sending them to the school leader to solve. In turn, the principal often feels the urgency to send back a quick solution to the issues -in part to show his or her leadership. Unfortunately, this "problems up, solutions down" approach can further magnify the view of top-down leadership. When the principal owns the decision, teachers can be reluctant to support it, feeling that solutions are being done to them instead of with them. Too often, leaders become overwhelmed, feel secluded, and can feel the burden of coming up with solutions to every school problem. Teachers in the leadA district's approach to shared leadership A North Carolina district embraced teacher leadership, and the result has been overall achievement gains.