Teachers at K-12 supplemental virtual programs may support Quality Matters™ peer reviews for organization-managed master courses. Although there are time, focus, and capacity concerns with this practice as teachers in supplemental programs may not have expertise in designing virtual courses or writing virtual content, the experience of serving as…

Chinese Xin Wen Ke construction innovation is the integration of philosophy and social science, scientific technology, and industry, with the combination of diverse academic subjects and concentrations. Through academic orientation, resources integration, and behavioral modeling, academic leadership of university teachers can be effectively…

The purpose of the current manuscript is to delineate a collaborative professional development effort between Norfolk Public Schools and Old Dominion University--a nascent school-university partnership. Ed Talks were created to build relationships between public school and university faculty, but we have encountered challenges in implementing this…

The study of educational leadership suffers from a lack of precision in definition of key concepts (Modeste et al., 2020; Wang, 2018). This is particularly true for teacher leadership (Wenner & Campbell, 2017) where the core leadership practices that teacher leaders engage in are collaborative in nature and take many forms, including mentoring…

This article contributes to the growing international education base regarding different types of professional learning--teacher leadership, study groups, coaching, lessons study, and planning--by examining policies that support teachers across three countries.

Action research is a means for teachers and researchers to develop evidence-based practices. This paper reports the process and outcomes of "teaching sprints," an approach to action research, conducted by secondary school mathematics leaders as part of a professional learning program. Mathematics leaders consistently reported the value…

This study sought to explore the relationship between teacher leadership and teacher self-efficacy with the mediating role of teacher professional learning. The study employed a cross-sectional quantitative design with data compiled among public elementary, middle, and high schools across different regions of Turkey. We employed structural…

Despite a need for strong K-12 STEM education globally, professional development systems for STEM teachers in the United States lack coherence or sequenced experiences to recruit, develop, and retain master teachers and teacher leaders in STEM. Still, the United States produces erudite STEM master teachers and effective STEM teacher leaders, which…

The purposes of this study were to: 1) identify instructional leadership of teachers, 2) develop the Instructional leadership indicators of teachers, 3) investigate the goodness-of-fit between the structural model of instructional leadership indicators of teachers and empirical data, and 4) produce a user manual of the instructional leadership…

Teachers' assessment practices greatly influence student learning. However, the level of assessment literacy among teachers is inadequate relative to classroom assessment standards and expectations. Assessment literacy includes interpreting results of various assessments, creating assessments that are aligned to learning targets, using assessment…

Achieving equity in gifted education requires districts to disrupt inequities. Professional learning (PL) is acknowledged as an effective tool to spark lasting change; however, the realities of implementing equity-driven PL often hinder its effectiveness. This case study provides the perspectives of a gifted coordinator on the obstacles to growing…

A critical aspect of Mathematics Teacher Leaders' (MTLs) multi-faceted work is facilitating collective disciplinary discussions relevant and accessible for teachers. While research has identified goals for teacher learning, how MTLs learn to support these goals in content-specific ways is still under investigation. In this study, we lift the…

The objectives of this Research and Development were to: Develop Competency-based learning management for Teachers of the science and technology Departments in large-sized secondary Schools under the office of the basic education commission in the northeast. The findings were as follows: I) There were five main components in Developing Teacher…

Global policy discourse promotes teachers as leaders of educational change who should have a voice in policy formation. 'Teaching Scotland's Future', a major teacher education reform in Scotland, feeds off this vision. Taking an Actor-Network Theory inspired Critical Policy Analysis approach, I unpack the participation of human and non-human…

Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC…