Full metadata
Title
Supporting Teacher Leadership Through a Team Lead Community of Practice: A Case Study
Description
In an era of educational transformation, teacher leaders play a pivotal role in facilitating systemic change within schools. This dissertation presents a single-case action research study investigating the support structures provided by a Team Lead Communities of Practice (TL CoP) to nurture teacher leaders. The primary aim of this research is to explore the effectiveness of the TL CoP in supporting teacher leaders at one school site. Utilizing qualitative data from interviews, participant journals, researcher memos, and agendas, this study captures the perspectives of team leads of interdisciplinary teams. The findings emphasize the need for flexible support systems tailored to the unique challenges teacher leaders face. Offering teacher leaders agency in their learning is paramount to their success. Additionally, structured time for collaboration and problem-solving within the TL CoP is crucial. One significant revelation is the importance of role clarity. Team leads need a clear understanding of their responsibilities to effectively lead teams and drive systemic change. This research contributes to the literature on educational leadership by highlighting the vital role of teacher leaders and the potential of TL CoPs in supporting their development. It advocates for the creation of such communities as a promising strategy to empower teacher leaders, providing them with essential support, dedicated collaboration time, and role clarity. As schools evolve to meet the demands of the 21st century, the insights from this study offer guidance for educational stakeholders seeking to cultivate a culture of leadership and foster systemic change through teacher leadership.
Date Created
2023
Contributors
- Preston, Lee Allyne Cox (Author)
- Markos, Amy (Thesis advisor)
- Corner, Kevin (Committee member)
- Fourlis, Andi (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
184 pages
Language
eng
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.2.N.190818
Level of coding
minimal
Cataloging Standards
Note
Partial requirement for: Ed.D., Arizona State University, 2023
Field of study: Educational Leadership and Policy Studies
System Created
- 2023-12-14 01:28:43
System Modified
- 2023-12-14 01:28:48
- 10 months 4 weeks ago
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