Working across time and space: developing a framework for teacher leadership throughout a teaching career

Buchanan, Rebecca; Mills, Tammy; Mooney, Evan

doi:10.1080/19415257.2020.1787204

Cited by 6 publications

(4 citation statements)

References 29 publications

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“…This indicates the need for ongoing support, which could be based around frameworks, but such a model is only one part of the process. A framework could provide a stimulus for critical inquiry (Buchanan et al 2020) or a focus for peer dialogue in a professional learning network (Kilpatrick and Fraser 2019), but without the opportunity for dialogue, it will be difficult for professional learning to challenge the status quo (Poekert et al 2020).…”

Section: Discussionmentioning

confidence: 99%

“…King (2019) describes how professional learning can empower teachers to take ownership of their own practice (p171), although also notes the conflicted position that teachers can be placed in when their values and systematic pressures are at odds. In addition, the teacher as 'change agent' (Buchanan et al 2020) also requires a range of leadership, facilitator and communication skills (p155). Such teacher agency is particularly context-dependent, and so it is necessary to understand the context of primary science subject leaders before exploring the frameworks themselves.…”

Section: The Purpose Of Models or Framework For Professional Learningmentioning

confidence: 99%

“…Thus there is the potential for professional learning of staff across the school, enabled by the professional learning of the subject leader, as they cascade training or mentor colleagues; professional learning is a 'collective enterprise' (Stoll and Seashore 2007: 2). Such leadership development can take a critical inquiry stance, with ongoing, non-linear and iterative processes of change (Buchanan et al 2020), as subject leaders trial and develop new practices in collaboration with colleagues.…”

Section: Subject Leadership In Primary Sciencementioning

confidence: 99%

“…However, this also requires the support of others in school, for example, to be allocated staff meeting time to introduce innovations to the other teachers. In addition, such teacher-led change, requiring a 'critical inquiry stance' towards their own and others' development (Buchanan et al 2020) takes more time and commitment than more linear models of transmission. Kennedy (2014) notes the need to consider 'theory in context' (p690) and Poekert et al (2020) identify context as a key principle of professional learning.…”

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confidence: 99%

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What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?

Earle

Bianchi

2021

Professional Development in Education

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Frameworks for professional learning offer models of progression that analyse and describe changes in learner behaviours and practices. This paper argues that frameworks for teacher professional learning offer theoretical models that can enhance teachers' agency in their own development.Teachers' use of two primary science frameworks are considered: the Trajectory of Professional Development (TOPD) (Bianchi 2017) for subject leadership, and the Teacher Assessment in Primary Science (TAPS) (Davies et al. 2017) for assessment leadership. Analysis of teacher survey data on use of the frameworks identified teacher agency and the impact of shared professional language as key themes. The paper's conclusions build on the work of Kennedy (2014) in suggesting frameworks offer malleable tools for reflective dialogue between teachers. The authors discuss how the explicit identification of progression in behaviours and practices within the two frameworks supported teachers to develop a shared language and understanding of subject leadership, identifying next steps for their own professional learning. They make the case that the frameworks are not sufficient on their own, they can only offer non-situated explanations of development, and that for them to be of greatest benefit they need to stimulate professional dialogue and exemplification in relation to the learner's own context.

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Section: Discussionmentioning

confidence: 99%

Section: The Purpose Of Models or Framework For Professional Learningmentioning

confidence: 99%

Section: Subject Leadership In Primary Sciencementioning

confidence: 99%

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confidence: 99%

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