Assessing the Success of Teacher Leadership: The Case for Asking New Questions

Autor/inn/en	Margolis, Jason; Strom, Kathryn
Titel	Assessing the Success of Teacher Leadership: The Case for Asking New Questions
Quelle	In: Professional Development in Education, 46 (2020) 4, S.607-621 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Strom, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1787200
Schlagwörter	Teacher Leadership; Faculty Development; Educational Assessment; Social Networks; Network Analysis; Social Theories; Grounded Theory; Evaluation Methods + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Education; assessment; Bewertungssystem; Social network; Soziales Netzwerk; Netzplantechnik; Gesellschaftstheorie
Abstract	While many educational practitioners and researchers can speak to the benefits of teacher leadership anecdotally and theoretically, tracing direct evidence of impact via traditional quantified measures, like student achievement, has been challenging. In this paper, we argue that the logic underlying traditional teacher leadership assessment does not correspond with the complex realities of teacher development and, as such, cannot provide a meaningful assessment of teacher leadership programs. Drawing on complexity theory -- the study of complex, adaptive systems -- we suggest that a focus on information, and the processing of non-linear information sharing/exchange, may be a more fruitful analytic tool for evaluating the quality and effectiveness of teacher leadership efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01