The Intelligent, Responsive Leader

Dack, Lisa Ain; Malloy, John

doi:10.4135/9781506386867

Cited by 4 publications

(3 citation statements)

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“…Teachers' professional learning is seen as the core element in contributing to successful implementation of educational reform (Darling-Hammond & Richardson, 2009;Le Fevre, Timperley, & Ell, 2015;Schnellert, Kozak, & Moore, 2015;Campbell, 2017). We acknowledge that, like professional development (PD), teachers' professional learning (TPL) involves learning about current practices, the development of teacher knowledge, engagement in professional interaction, and collaborative inquiry with colleagues (Hargreaves & O'Connor, 2018;Lieberman & Miller, 2009;Van Veen, Zwart, & Meirink, 2012;Katz, Dack, & Malloy, 2017). However, TPL is unique in that it is considered to be context-dependent and shaped by the conditions experienced by the teacher in a particular situation and setting Koffeman & Snoek, 2019;Goodnough, 2018;Attard Tonna & Shanks, 2017).…”

Section: Apprentissage Professionnel Des Enseignants Dans Le Cadre De...mentioning

confidence: 99%

“…However, it is not until they apply the general principles learned to their specific context that professional learning actually occurs; thus, TPL is predicated on the ability to reflect on the conditions within a particular context and transform generalized PD into meaningful practice (Schon, 1983;Killion & Todnem, 1991;Warin, Maddock, Pell, & Hargreaves, 2007;Zeichner & Liston, 1996). Intrinsic motivation is another factor that prompts professional growth in teachers (Gusky, 2002;Katz, Dack & Malloy, 2017;Katz & Dack, 2012). Van Eekelen, Vermunt, and Boshuizen (2006) suggest that TPL occurs when there is an intense willingness to learn.…”

Section: Apprentissage Professionnel Des Enseignants Dans Le Cadre De...mentioning

confidence: 99%

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Teachers’ Professional Learning in the Context of Implementing Project Based Learning in a Secondary School

Sivia

Britton

2023

mje

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This study explores teachers’ professional learning (TPL) in the context of a school-wide implementation of Project Based Learning (PBL). Using phenomenology, we studied the narratives of two teachers engaged in the implementation. The questions driving this research are: How do teachers conceptualize their learning as professionals involved in a curricular innovation (in this case, PBL)?; What shifts in practice and identity occur?; What concepts are central to teachers’ professional learning?; and, What does this reveal about a stance of inquiry in professional learning? The analysis clarifies the nature of professional learning, which we articulate as a set of proposed concepts of TPL. Further connections are made between these findings about TPL and the theory of inquiry-as-stance.

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Section: Apprentissage Professionnel Des Enseignants Dans Le Cadre De...mentioning

confidence: 99%

Section: Apprentissage Professionnel Des Enseignants Dans Le Cadre De...mentioning

confidence: 99%

Teachers’ Professional Learning in the Context of Implementing Project Based Learning in a Secondary School

Sivia

Britton

2023

mje

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“…Such conceptual clarity allows PLCs to do the work of school improvement with greater precision. Katz et al (2018) stress the importance of precision when engaging in professional learning conversations and identifying the next best learning moves. In many ways, PLCs CJEAP 203 exemplify the essence of collaborative learning and leading processes to continuous improvement.…”

Section: Strengthsmentioning

confidence: 99%

Bouchamma, Y., Basque, M., Giguère, M., & April, D. (2020). Professional Learning Communities: Competency Standards for School Principals

Lowrey

2023

cjeap

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Introductory Comments: Where Are We Now?The school-based principal's role remains highly influential in the development of pedagogical practices and the equitable improvement of student achievement (Leithwood et al., 2008;Leithwood et al., 2020). Core competencies, adapted to context-specific opportunities and challenges, allow school-based principals to address complexity. As a former school-based principal, I can attest to the fact that the role can be quite isolating and lonely at times. However, I learned through my own job-embedded experience and doctoral research that the mobilization of well-structured collaborative processes served to build community, improve pedagogical and leadership practices, deepen individual and collective professional learning, engage in evidence-informed collaborative leadership and learning, and enhance student achievement. Professional Learning Communities (PLCs) can provide the necessary structure for intentional change leadership and school improvement. The purpose of this paper is to review Bouchamma et al.'s (2020) well-researched and deeply considered reference manual Professional Learning Communities: Competency Standards for School Principals.

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Equity as a Leadership Competency: A Model for Action

MacKinnon

2024

Journal of School Leadership

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In Ontario, Canada, principals’ work is guided by competencies outlined in the Ontario Leadership Framework which reflect the leadership skills and behaviours needed to successfully lead schools, improve student achievement and well-being. The problem is that this document largely ignores equity and anti-oppressive leadership behaviours. The Toronto District School Board (TDSB), created an addendum to this document, introducing the notion of equity as a leadership competency. Other documents of this nature have emerged in multiple systems in Ontario in response to the increasing need to provide guidance to principals about how to engage equity work. The challenge is the gap between the competencies on the page and the actions taken in schools. There is little guidance around how to make these competencies actionable. This paper engages a discourse analysis of the TDSB’s equity as a leadership competency document resulting in the creation of a model for equitable action. A focus on action-oriented language used in each competency revealed three overarching themes: development of self, building, connecting, and creating, and accountability. The model is intended to be used as a decision-making tool to help leaders ask the right questions and guide their thinking towards equitable action and the disruption of the status quo. Critical Race Theory and notions of critical hope inform this work to ensure that the model is well positioned to guide leaders towards actionable and transformative change.

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The Intelligent, Responsive Leader

Cited by 4 publications

References 0 publications

Teachers’ Professional Learning in the Context of Implementing Project Based Learning in a Secondary School

Teachers’ Professional Learning in the Context of Implementing Project Based Learning in a Secondary School

Bouchamma, Y., Basque, M., Giguère, M., & April, D. (2020). Professional Learning Communities: Competency Standards for School Principals

Equity as a Leadership Competency: A Model for Action

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