Creating and leading professional learning for colleagues enhances teacher leaders' sense of professionalism and efficacy¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Realizing they were having an impact on shaping other teachers' practice increased ILC teacher leaders' sense of professional efficacy, strengthened leadership skills, and solidified professional relationships. → Lotan 2019

Evidence¶

Lotan 2019¶

Lotan, R. A., Burns, D., & Darling-Hammond, L. (2019). The Instructional Leadership Corps: Entrusting professional learning in the hands of the profession. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/instructional-leadership-corps-professional-learning

q2 · i? · qualitative · r?

Interview findings from ILC teacher leaders across the four sites. The report notes ILC members were proud of their work and that empowering the profession was a frequent theme in teacher interviews.

"Realizing that they were having an impact on shaping other teachers’ practice increased their sense of professional efficacy. Broadening their professional reach beyond their classrooms, they strengthened their leadership skills as they initiated innovative activities and solidified professional relationships."

Discussion¶

Related Claims¶

• Creating and leading professional learning for colleagues increases teacher leaders' sense of professional efficacy — possibly the same claim (merge candidate)
• Teachers prefer professional learning led by their colleagues over training from outside consultants — related
• Teacher leaders can play a valuable role in supporting the professional learning of their colleagues — related
• Over four years, more than 250 ILC leaders provided multi-session professional learning to more than 32,000 California educators across more than 2,000 schools and at least 495 districts — related