Description
This mixed methods action research study describes the benefits of a Team Leadership Community of Practice group for six early career special education teachers who supervised paraeducators. Problem-posing conversations with peers were a catalyst for professional learning and leadership transformation. The theoretical framework included Experiential Learning Theory, Transformational Leadership, and Communities of Practice—combined as a tri-theory lens. Data collection instruments included individual interviews, a focus group, content logs from audio recordings, a researcher journal, and two researcher-created instruments—the Intentional Leadership Actions and Paraeducator Outcomes Survey and the Teacher Group Reflection Survey. Findings indicated that team leaders favored collaborative partnerships with paraeducators rather than supervisory roles. Given perceived communication barriers as team leaders, participants spent time preparing for conversations with paraeducators. Together, they co-constructed understandings and stretched one another as a learning Community of Practice (CoP), as defined by Wenger (1998). The CoP was a framework for Experiential Learning when team leaders gathered together to share their concrete leadership experiences, reflect, conceptualize abstract meaning, and discuss possible strategies for future experimentation. Additionally, team leaders experienced individual reflection following CoP gatherings as they considered peer suggestions, fine-tuned ideas, and planned leadership actions. As team leaders implemented new leadership ideas and experienced positive outcomes, they reported increased efficacy and desire for additional leadership opportunities in their classrooms and beyond. A trilogy of poems complements the discussion of findings.
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Details
Title
- Beyond "supervising" paraeducators: a community of practice about team leadership in special education
Contributors
- Ledbetter, Jessanne P (Author)
- Bertrand, Melanie (Thesis advisor)
- Foulger, Teresa (Committee member)
- Hansen, Taryl (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2016
Subjects
- Special Education
- Educational leadership
- Teacher Education
- Experiential Learning
- Mentoring new teachers
- Paraprofessionals
- Poetic transcription
- Professional Development
- Transformational leadership
- Communities of practice
- Mentoring in education
- Special education teachers--In-service training.
- Special education teachers
- Teachers' assistants--Supervision of.
- Teachers' assistants
Resource Type
Collections this item is in
Note
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thesisPartial requirement for: Ed.D., Arizona State University, 2016
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bibliographyIncludes bibliographical references (pages 206-215)
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Field of study: Leadership and innovation
Citation and reuse
Statement of Responsibility
by Jessanne P. Ledbetter