Teacher leaders can play a valuable role in supporting the professional learning of their colleagues¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Teacher leaders can support colleagues' professional learning by drawing on their own teaching experiences to coach teachers and, as school leaders, are well-positioned to improve colleagues' instruction. → Jeff Archer 2019

Evidence¶

Jeff Archer 2019¶

Jeff Archer, Jeffrey Max. (2019). Preparing Teacher Leaders to Lead Professional Learning: Insights from the National Writing Project. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/preparing-teacher-leaders-to-lead-professional-learning-insights-from-the-national-writing-project

q1 · i? · design · r1

The brief's opening statement of the teacher-leader role, offered as the authors' framing rather than a tested result. It asserts that teacher leaders "can draw on their own teaching experiences to coach teachers" and are well-positioned to improve colleagues' instruction; no data or effect size is reported.

"Teacher leaders can play a valuable role in supporting the professional learning of their colleagues. They can draw on their own teaching experiences to coach teachers, and they are well-positioned as school leaders to improve the instruction of their colleagues."

Discussion¶

Related Claims¶

• Insights from the National Writing Project's teacher-leader preparation are presented as relevant for facilitating professional learning in all areas of instruction — related
• Facilitating professional learning poses challenges for teacher leaders, including unfamiliarity with colleagues' instructional strategies and lacking skills to support teachers in applying them — related
• Intensive three-year professional development changed Leader Teachers' practice dramatically, but peer diffusion of reform was uneven — related
• School leaders should be viewed and trained as instructional leaders — a broader claim this one bears on
• Without clear expectations and support from district leaders, coaches might not devote sufficient time to the full range of coaching activities needed to improve teachers' instruction — a narrower finding that bears on this claim
• Intensive training and residency programs for school leaders helped facilitate sharing of best practices, but some schools had not progressed to implementing the shared practices — related
• Administrators' dual role as evaluator and coach can undermine the observation process's professional learning benefits — related
• Each toolkit PLC requires one facilitator who leads sessions and supports educators between them — a narrower finding that bears on this claim
• District leaders must take an active role in removing barriers and fostering a supportive culture for coaching programs to succeed — related
• More than three-quarters of educator respondents find coaching valuable and impactful on their practice — related
• The coaching pilot strengthened school leaders' relationships with coaches and led leaders to advocate for full-time dedicated coaches to scale the model — a narrower finding that bears on this claim
• Creating and leading professional learning for colleagues enhances teacher leaders' sense of professionalism and efficacy — related
• Creating and leading professional learning for colleagues increases teacher leaders' sense of professional efficacy — a narrower finding that bears on this claim
• More experienced teachers confer benefits to their colleagues and to the school as a whole, as well as to their own students — related
• Most pilot teachers found the Write to Succeed materials helpful, and teachers and coaches benefited from seeing practices modeled — related
• Teachers prefer professional learning led by their colleagues over training from outside consultants — a narrower finding that bears on this claim
• Effective leadership plays a pivotal role in guiding digital transformation in educational organizations — related
• School leaders contribute recruitment, participation in select PLC sessions, and classroom observation visits — related
• The LEAD Partnership delivers professional development on play-based learning and high-quality teacher-student interactions to school leaders and preK and kindergarten teachers — related
• Team-based professional development in higher education leads colleagues to learn more about each other, with some becoming role models for one another — related