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

References

• Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Educational Technology & Society, 11(4), 29–40.
   Web of Science ®Google Scholar
• Angelle, P., & DeHart, C. (2010). A four factor model of teacher leadership: Construction and testing of the teacher leadership inventory. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
   Google Scholar
• Angelle, P., & Teague, G. (2014). Teacher leadership and collective efficacy: Teacher perceptions in three US school districts. Journal of Educational Administration, 52(6), 738–753.
   Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147.
   Web of Science ®Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman and Company.
   Google Scholar
• Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75–78.
   Web of Science ®Google Scholar
• Bangs, J., & Frost, D. (2012). Teacher self-efficacy, voice and leadership: Towards a policy framework for educational international: A report of the international survey of the views of teachers and teacher union officials. Educational International Research Institute.
   Google Scholar
• Bannan-Ritland, B. (2008). Teacher design research: An emerging paradigm for teachers’ professional development. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education (pp. 246–262). New York, NY: Routledge, Taylor & Francis.
   Google Scholar
• Barab, S. (2014). Design-based research: A methodological toolkit for engineering change. In K. Sawyer (Ed.), The Cambridge Handbook of the learning sciences (pp. 151–170). New York, NY: Cambridge University Press.
   Google Scholar
• Bereiter, C., & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In S. C. Tan, H. J. So, & J. Yeo (Eds.), Knowledge creation in education (pp. 35–52). Singapore: Springer.
   Google Scholar
• Brandon, J., Saar, C., Friesen, S., Babb, P., & Alonso, G. (2014). Supporting pedagogical leadership in Area III. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to Challenge Conference, pp. 15–24. Calgary, Canada: Werklund School of Education, University of Calgary.
   Google Scholar
• Brandon, J., Saar, C., Friesen, S., Brown, B., & Yee, D. (2016). Pedagogical leadership teams: Magnifying and spreading impact. In M. Takeuchi, A. P. Preciado Babb, & J. Lock (Eds) Proceedings of IDEAS 2016: Designing for Innovation, Calgary, AB, May 3-5. (pp. 152–161). http://hdl.handle.net/1880/51231
   Google Scholar
• Brandon, J., Hanna, P., & Negropontes, D. (2015, November). Superintendents who lead learning: Lessons from six highly successful school systems. Report prepared for the College of Alberta School Superintendents. Edmonton, AB.
   Google Scholar
• Campbell, C., Lieberman, A., Yashkina, A., Alexander, S., & Rodway, J. (2018). Teacher learning and leadership program: Research report 2017-2018. Ontario Teachers’ Federation.
   Google Scholar
• Campbell, C., Osmond-Johnson, P., Faubert, B., Zeicher, K., Hobbs-Johnson, A., Brown, S., … Steffensen, K. (2016). The state of educators’ professional learning in Canada. Oxford, OH: Learning Forward.
   Google Scholar
• Campbell, C., Pollock, K., Briscoe, P., Carr-Harris, H., & Tuters, S. (2017). Developing a knowledge network for applied education research to mobilise evidence in and for educational practice. Educational Research, 59(2), 209–227.
   Web of Science ®Google Scholar
• Chu, M.-W., Brown, B., & Friesen, S. (2020). Psychometric properties of the design-based professional learning survey. Professional Development in Education, 1–17. doi:10.1080/19415257.2019.1709219
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.
   Web of Science ®Google Scholar
• Cosenza, M. (2015). Defining teacher leadership: Affirming the teacher leader standards. Issues in Teacher Education, 24(2), 79–99.
   Google Scholar
• Crowther, F., Ferguson, M., & Hann, L. (2009). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Dai, D. (2012). From smart person to smart design: Cultivating intellectual potential and promoting intellectual growth through design research. In D. Day (Ed.), Design research on learning and thinking in educational settings (pp. 3–41). New York, NY: Routledge.
   Google Scholar
• DeHart, C. (2011). A comparison of four frameworks of teacher leadership for model fit. (Doctoral dissertation). University of Tennessee. Digital Archive. https://trace.tennessee.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=2274&context=utk_graddiss
   Google Scholar
• Derrington, M. L., & Angelle, P. (2013). Teacher leadership and collective efficacy. International Journal of Teacher Leadership, 4(1), 1–13.
   Google Scholar
• Donohoo, J. (2013). Collaborative inquiry for educators. Thousand Oaks, CA: Corwin.
   Google Scholar
• Donohoo, J. (2017). Collective efficacy: How educators’ beliefs impact student learning. Thousand Oaks, CA: Corwin.
   Google Scholar
• Donohoo, J. (2018). Collective teacher efficacy research: Productive patterns of behavior and other positive consequences. Journal of Educational Change, 19(3), 323–345.
   Web of Science ®Google Scholar
• Donohoo, J., Hattie, J., & Eells, R. (2018). The power of collective efficacy. Educational Leadership, 75(6), 40–44.
   Web of Science ®Google Scholar
• Donohoo, J., & Velasco, M. (2016). The transformative power of collaborative inquiry: Realizing change in schools and classrooms. Thousand Oaks, CA: Corwin.
   Google Scholar
• Dorst, K. (2019). Design beyond design. She Ji: The Journal of Design, Economics, and Innovation, 5(2), 117–127.
   Google Scholar
• DuFour, R., & Marzano, R. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree.
   Google Scholar
• Eells, R. (2011). Meta-analysis of the relationship between collective teacher efficacy and student achievement. (Doctoral dissertation). Loyola University of Chicago. Digital Archive. https://ecommons.luc.edu/luc_diss/133
   Google Scholar
• Elmore, R. (2004). School reform from the inside out: Policy, practice, and performance. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Friesen, S. (2009a). Galileo educational network: Creating, researching and supporting 21st century learning. Education Canada, 49(5), 5–9.
   Google Scholar
• Friesen, S. (2009b). What did you do in school today? Teaching effectiveness: A framework and rubric. Canadian Education Association. Retrieved from http://www.cea-ace.ca/publication/what-did-you-do-school-todayteaching-effectiveness-framework-and-rubric
   Google Scholar
• Friesen, S., & Jacobsen, M. (2015). A design-based approach to teachers’ professional learning. Education Canada. Retrieved from https://www.edcan.ca/articles/a-design-based-approach-to-teachers-professional-learning/
   Google Scholar
• Fullan, M. (2005). Leadership & sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Fullan, M. (2015). Leadership from the middle: A system strategy. Education Canada, 55(4), The Canadian Education Association, 22–26.
   Google Scholar
• Fullan, M., & Hargreaves, A. (2016). Call to action: Bringing the professional back in. Oxford, OH: Learning Forward.
   Google Scholar
• Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K.-S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
   Web of Science ®Google Scholar
• Goddard, R., Hoy, W., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.
   Web of Science ®Google Scholar
• Goddard, R., Hoy, W., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3–13.
   Google Scholar
• Goldenberg, C., & Gallimore, R. (1991). Local knowledge, research knowledge, and educational change: A case study of early Spanish reading improvement. Educational Researcher, 20(8), 2–14.
   Google Scholar
• Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Hamzah, N., Noor, M., & Yusof, H. (2016). Teacher leadership concept: A review of the literature. International Journal of Academic Research in Business and Social Sciences, 6(12), 185–189.
   Google Scholar
• Hargreaves, A., & Braun, H. (2011). Leading for all: A research report of the development, design, implementation, and impact of the Ontario’s “Essential for some, Good for all” initiative. Toronto, ON: Council of Ontario Directors of Education.
   Google Scholar
• Hargreaves, A., Shirley, D., Wangia, S., Bacon, C., & D’Angelo, M. (2018). Leading from the middle: Spreading learning, well-being, and identity across Ontario. CODE Consortium. Retrieved from http://ccsli.ca/downloads/2018-Leading_From_the_Middle_Summary_Final-EN.pdf
   Google Scholar
• Harris, A., & Jones, M. (2019). Teacher leadership and educational change. School Leadership & Management, 39(2), 123–126.
   Web of Science ®Google Scholar
• Harris, A., Jones, M., & Huffman, J. (2017). Teacher leading educational reform: The power of professional learning communities. New York, NY: Routledge.
   Google Scholar
• Harris, A., & Muijs, D. (2003). Teacher leadership: Principles and practices. National College for School Leadership. Retrieved fromhttps://dera.ioe.ac.uk/5132/1/download%3Fid%3D17417%26filename%3Dteacher-leadership-principles-practice-full-report.pdf
   Google Scholar
• Hattie, J. (2016, July 11). Third Annual Visible Learning Conference: Mindframes and Maximizers, Washington, DC.
   Google Scholar
• Jacobs, J., Gordon, S., & Solis, R. (2016). Critical issues in teacher leadership: A national look at teachers’ perception. Journal of School Leadership, 26(3), 374–406.
   Google Scholar
• Jacobsen, M. (2006). Learning technology in continuing professional development: The Galileo Network. Lewiston, NY: The Edwin Mellen Press.
   Google Scholar
• Kaput, J., Bar-Yam, Y., Jacobson, M., Jakobsson, E., Lemke, J., Wilensky, U., & Collaborators. (n.d.). Planning documents for a national initiative on complex systems in k-16 education. https://necsi.edu/toward-systemic-educational-change-questions-from-a-complex-systems-perspective
   Google Scholar
• Katz, S., & Dack, L. (2013). Intentional interruption: Breaking down learning barriers to transform professional practice. Thousand Oaks, CA: Corwin.
   Google Scholar
• Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organisational conditions and student engagement. Journal of Educational Administration, 38(2), 112–129.
   Google Scholar
• Leithwood, K., & Louis, K. (2012). Linking leadership to student learning. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Leithwood, K., Louis, K., Anderson, S., Wahlstrom, K. (2004). How leadership influences student learning. New York, NY: Wallace Foundation.
   Google Scholar
• Leithwood, K., Sun, J., & McCullough, C. (2019). How school districts influence student achievement. Journal of Educational Administration, 57(5), 519–539.
   Web of Science ®Google Scholar
• Lieberman, A., & Miller, L. (2004). Teacher leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Lowery-Moore, H., Latimer, R., & Villate, V. (2016). The essence of teacher leadership: A phenomenologicy inquiry of professional growth. International. Journal of Teacher Leadership, 7(1), 1–16.
   Google Scholar
• Mangin, M. (2016). Teacher leadership: Furthering the research agenda. Journal of School Leadership, 26(6), 900–904.
   Google Scholar
• McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. New York, NY: Routledge.
   Google Scholar
• McLaughlin, M., & Talbert, J. (1993). Contexts that matter for teaching and learning: Strategic opportunities for meeting the nation’s educational goals. Center for Research on the Context of Secondary School Teaching, Washington, DC.
   Google Scholar
• Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. Retrieved from http://mckinseyonsociety.com/how-the-worlds-most-improved-school-systems-keep-getting-better/
   Google Scholar
• Muijs, D., & Harris, A. (2003). Teacher leadership—Improvement through empowerment? Educational Management & Administration, 31(4), 437–448.
   Google Scholar
• Murphy, J. (2005). Connecting teacher leadership and school improvement. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Opfer, D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407.
   Web of Science ®Google Scholar
• Paniagua, A., & Istance, D. (2018). Teachers as designers of learning environments. Organization of Economic Cooperation and Development. . Retrieved from https://doi.org/10.1787/9789264085374-en
   Google Scholar
• Richardson, V., & Anders, P. L. (1994). A theory of change. In V. Richardson (Ed.), Teacher change and the staff development process (pp. 199–216). New York, NY: Teachers College Press.
   Google Scholar
• Robinson, V. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Robinson, V. (2018). Reduce change to increase improvement. Thousand Oaks, CA: Corwin.
   Google Scholar
• Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. New Zealand: Ministry of Education.
   Google Scholar
• Schnellert, L., & Butler, D. (2014). Collaborative inquiry: Empowering teachers in their professional development. Education Canada. Retrieved from https://www.edcan.ca/articles/collaborative-inquiry/
   Google Scholar
• Thomas, G., Wineburg, S., Grossman, P., Myhre, O., & Woolworth, S. (1998). In the company of teachers: An interim report on the development of a community of teacher learners. Teaching and Teacher Education, 14(1), 21–32.
   Web of Science ®Google Scholar
• Timperley, H. (2011). Realizing the power of professional learning. New York, NY: Open University Press.
   Google Scholar
• Tschannen-Moran, M., & Barr, M. (2004). Fostering student learning: The relationship of collective teacher efficacy and student achievement. Leadership and Policy in Schools, 3(3), 189–209.
   Google Scholar
• Walstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458–495.
   Web of Science ®Google Scholar
• Wenner, J., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171.
   Web of Science ®Google Scholar
• York-Barr, A. J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.
   Web of Science ®Google Scholar