Teacher leaders: developing collective responsibility through design-based professional learning

Friesen, Sharon; Brown, Barbara

doi:10.1080/10476210.2020.1856805

Cited by 10 publications

(11 citation statements)

References 34 publications

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“…PLCs contribute to almost all components of a teacher's job. Strengthening the competence of teachers through the PLC programme is strengthened by previous research which proves that improving the quality of teachers directly affects students' academic abilities compared to the school climate outside the learning process (Admiraal et al, 2021;Friesen & Brown, 2020;Hadianto et al, 2021). From the three schools, the researcher found that there was still little intensity of reflective dialogue carried out by the teaching staff and others.…”

Section: Discussionmentioning

confidence: 98%

Effectiveness of professional learning community programmes to improve school quality

Lutfia

Sa’ud²,

Nurdin³

et al. 2022

CJES

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The school is a professional learning community. This study aims to examine the effectiveness of professional learning communities (PLC) in improving the quality of schools. The method used in this research is a mixed method that is carried out in two stages. The correlational method was used to examine the correlation between school quality and the implementation of the PLC programme. Experimental methods are used to examine whether PLC can improve school quality. This study involved 3 secondary schools with an average age of 14–18 years. The results show that there is a high correlation between the level of school quality and the implementation of the PLC programme. In addition, the PLC programme has proven to be effective in improving the quality of schools in terms of teacher competence and student academic results in the fields of language and mathematics. This research provides an overview for stakeholders in schools regarding the importance of collaboration among staff. The implication of this research is that school heads can apply PLC programmes to improve the quality of their schools by prioritising collaborative learning between teaching staff and students. Keywords: Community of professional learning (PLC), school quality, teacher and students’ competence.

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Section: Discussionmentioning

confidence: 98%

Effectiveness of professional learning community programmes to improve school quality

Lutfia

Sa’ud²,

Nurdin³

et al. 2022

CJES

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“…Therefore, it is necessary to integrate PGI with the professional learning of in‐service teachers. For example, Friesen and Brown (2022a, 2022b) advanced design‐based professional learning, which focuses on collective, collaborative and iterative design cycles, among teachers, administrators and researchers to improve teachers' professional learning. We suggest that the participants' PGI experience and strategies should be explicitly shared, discussed and supported throughout this process.…”

Section: Discussionmentioning

confidence: 99%

Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality

Huang

Lam

Wang

et al. 2023

Brit J of Edu Psychol

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BackgroundTeachers' instructional quality is critical to student learning and development. However, the affordance of different aspects of instructional quality remains underexplored.AimsThis study explores the relationship between teachers' personal growth initiative (PGI) and teacher engagement and instructional quality.SampleThe data were collected from 998 teachers (82.9% female, average years of teaching experience = 15.25, SD = 10.29) from China.MethodsThe participants completed an anonymous online survey questionnaire that examined their PGI, work engagement and self‐reported instructional quality. Structural equation modelling and bootstrapping were performed to determine the differentiated associations between PGI and each aspect of the teachers' self‐reported instructional quality.ResultsThe results confirmed the critical role of PGI in teacher engagement and self‐reported instructional quality. To varying degrees, the dimensions of teacher engagement, except for cognitive engagement, mediated the association between PGI and self‐reported instructional quality.ConclusionsThe teachers' self‐reported data showed that their motivation for personal growth played an important role in improving their instructional quality. The teachers' emotional engagement and social engagement with colleagues were positively related to classroom management, and their social engagement with students was associated with a supportive climate.

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“…Working collaboratively with teachers and school leaders, the pracademics at Galileo created a proof of concept for learning that engaged students and their teachers, socially, academically, and intellectually (Jacobsen, 2006; Willms et al , 2009). Through a collaborative approach, the Galileo pracademics demonstrated that when teachers: (1) design authentic, academically robust work for students, (2) focus instruction on helping students develop the competencies necessary to build on, not just consume, other people's ideas, (3) weave assessment into the fabric of learning, and (4) require students to use technologies to think with, there is a statistically significant increase in teachers' ability to design intellectually engaging work (Chu et al , 2020; Friesen and Brown, 2020). Highlighting the work of Galileo, Paniagua and Istance (2018) write:Their collaborative approach builds the capacity of teachers, teacher leaders, and school and district leaders.…”

Section: Galileo Educational Networkmentioning

confidence: 99%

“…Each learning session interacts within an environment in ways that respond to the learning environment creating a dynamically adaptive complex learning ecology (Barab and Roth, 2006; Jackson, 2013). Professional agency and collective efficacy develop through deep and demanding dialogue that occurs during and between sessions as practitioners continue to work on their practice and collect further evidence of improvements to practice (Friesen and Brown, 2020).…”

Section: Galileo Educational Networkmentioning

confidence: 99%

Dwelling in liminal spaces: twin moments of the same reality

Friesen

2021

JPCC

Self Cite

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PurposeThis paper is a thinking piece that examines, from the viewpoint of a Canadian pracademic, working through two definitions of pracademic, a collaborative relationship between academics and practitioners and a person engaged as a practitioner and researcher. Two aspects of a pracademics scholarship is discussed, wide awakeness and praxis. The purpose of the paper is to make the case that it is pracademics who are well suited and attuned to questioning, challenging, and disrupting the ordinariness of the everyday, to envision new possibilities, and who take responsibility for mobilizing the educational community to undertake meaningful social change within an education system. A case is provided to illustrate wide-awakeness and praxis in practice. A case is provide to illustrate how wide-awakeness and praxis present themselves in practice.Design/methodology/approachThis paper considers the work of pracademics from Galileo Educational Network, located within a research-intensive university, who research and lead design-based professional learning. Drawing upon a design-based approach to guide design-based professional learning and design-based research, I highlight the ways in which wide-awakeness and praxis work themselves out in practice.FindingsDrawing upon the two aspects of wide-awakeness and praxis, creates a liminal space for pracademics to engage with practitioners to undertake stubborn and persistent problems of practice to create important educational improvements. A key to engaging in transformational change through collaborative professionalism is to engage in sustained design-based professional learning led by pracademics.Originality/valueThis thinking piece offers the perspective of one Canadian pracademic who shows how pracademics are uniquely positioned to take on the work of transformation, agency, and social change.

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Teacher leaders: developing collective responsibility through design-based professional learning

Cited by 10 publications

References 34 publications

Effectiveness of professional learning community programmes to improve school quality

Effectiveness of professional learning community programmes to improve school quality

Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality

Dwelling in liminal spaces: twin moments of the same reality

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