Embedded teacher leadership: support for a site‐based model of professional development

Yost, Deborah S.; Vogel, Robert A.; Liang, Ling L.

doi:10.1080/13603120902814680

Cited by 21 publications

(22 citation statements)

References 14 publications

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“…The relatively recent, though growing, bodies of research on teacher leadership (Spillane et al 2001, Spillane et al 2004, Harris 2003a, 2003b, Lambert 2003, York-Barr and Duke 2004, Murphy 2005, Barth 2007, Yost et al 2009) and distributed leadership (Gronn 2000, Bennett et al 2003, Harris 2005, MacBeath 2005, Spillane 2006, Spillane and Diamond 2007, Gronn 2008, Frost 2008, Leithwood et al 2009) provide additional, compelling incentives for principals to look within their organizations for assistance in enhancing instructional capacity. These bodies of scholarship strongly suggest eschewing the notion of effective school leadership as the heroics of 'charismatic individuals' (Portin et al 2009: 8), and adopting a more inclusive view 'where leadership is distributed and understood in terms of shared activities and multiple interactions' (Harris et al 2007: 345).…”

Section: Instructional Leadershipmentioning

confidence: 97%

Fostering department chair instructional leadership capacity: laying the groundwork for distributed instructional leadership

Klar¹

2012

International Journal of Leadership in Education

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Section: Instructional Leadershipmentioning

confidence: 97%

Fostering department chair instructional leadership capacity: laying the groundwork for distributed instructional leadership

Klar¹

2012

International Journal of Leadership in Education

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“…Utilising across-year data from teacher and student surveys from 2006 to 2013 in Chicago Public Schools, the articles by Sebastian et al, 2016;Sebastian et al, 2017 Yost, Vogel, and Liang (2009) provided further evidence that teacher leaders positively impacted upon other teachers' instructional capacity, which, in turn, influenced student learning.…”

Section: Impact Of Teacher Leadershipmentioning

confidence: 99%

A review of the empirical research on teacher leadership (2003–2017)

Nguyen

Harris

Ng³

2019

JEA

186

112

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Purpose The purpose of this paper is to outline key findings from a contemporary review of the international empirical literature focused upon teacher leadership. It synthesises what is currently known about the nature, practice, conditions and impact of teacher leadership and to outline patterns in the contemporary empirical research base. Design/methodology/approach This review is based on an analysis of 150 empirical articles published in Scopus/SSCI-indexed journals between January 2003 and December 2017. Findings The paper draws upon this contemporary knowledge base to explore: contextual and methodological patterns of teacher leadership research; definitions of teacher leadership; and evidence on the enactment of teacher leadership, factors influencing teacher leadership and impacts of teacher leadership. Originality/value This paper highlights the progress and issues of the empirical research on teacher leadership since 2003 and identifies gaps in the knowledge base as well as areas for future scholarly enquiry.

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“…Two studies examined informal mentoring programs in which the mentor-mentee relationship occurred spontaneously [ 51 , 59 ]. In six studies mentoring involved a single mentor and mentee [ 52 , 54 , 58 , 61 - 63 ], and in three studies mentoring combined individual and group activities [ 53 , 57 , 60 ], for example, participation in a two-day workshop followed by expert coaching [ 60 ]. Mentoring was hierarchical in most studies, meaning that the mentor was senior to the mentee or an expert.…”

Section: Resultsmentioning

confidence: 99%

“…One study involved peer mentoring [ 62 ]. Two mentoring programs described eligibility criteria for mentees, for example, pre-requisite orientation prior to participation [ 53 , 61 ]. In six studies mentors were trained [ 53 , 54 , 57 , 58 , 60 , 61 ].…”

Section: Resultsmentioning

confidence: 99%

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Exploring mentorship as a strategy to build capacity for knowledge translation research and practice: a scoping systematic review

et al. 2014

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BackgroundKnowledge translation (KT) supports use of evidence in healthcare decision making but is not widely practiced. Mentoring is a promising means of developing KT capacity. The purpose of this scoping systematic review was to identify essential components of mentoring that could be adapted for KT mentorship.MethodsKey social sciences and management databases were searched from January 2002 to December 2011 inclusive. Empirical research in non-healthcare settings that examined mentorship design and impact for improving job-specific knowledge and skill were eligible. Members of the study team independently selected eligible studies, and extracted and summarized data.ResultsOf 2,101 search results, 293 were retrieved and 13 studies were eligible for review. All but one reported improvements in knowledge, skill, or behavior. Mentoring program components included combining preliminary workshop-based training with individual mentoring provided either in person or remotely; training of mentors; and periodic mentoring for at least an hour over a minimum period of six months. Barriers included the need for infrastructure for recruitment, matching, and training; lack of clarity in mentoring goals; and limited satisfaction with mentors and their availability. Findings were analyzed against a conceptual framework of factors that influence mentoring design and impact to identify issues warranting further research.ConclusionThis study identified key mentoring components that could be adapted for KT mentorship. Overall, few studies were identified. Thus further research should explore whether and how mentoring should be tailored to baseline knowledge or skill and individual KT needs; evaluate newly developed or existing KT mentorship programs based on the factors identified here; and examine whether and how KT mentorship develops KT capacity. The conceptual framework could be used to develop or evaluate KT mentoring programs.

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Embedded teacher leadership: support for a site‐based model of professional development

Cited by 21 publications

References 14 publications

Fostering department chair instructional leadership capacity: laying the groundwork for distributed instructional leadership

Fostering department chair instructional leadership capacity: laying the groundwork for distributed instructional leadership

A review of the empirical research on teacher leadership (2003–2017)

Exploring mentorship as a strategy to build capacity for knowledge translation research and practice: a scoping systematic review

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