Teacher leadership and school reform: A case study in an elementary school in rural Indiana.

摘要

The purpose of this collective case study was to examine the effects school reform had on teacher leadership in one elementary school in rural Indiana. Specifically, the study focused on growth in teacher's professional development, dialogue and collaboration, and shared decision-making. The school was involved in a reform process using Phillip Schlechty's Working on the Work as their model.; Using multiple sources of evidence to ensure validity of the findings, the research methodology included teacher interviews, principal interviews, a teacher survey, a teacher self-reflective rubric, and the collection of organizational reports and documents relating to school improvement or the Cinergy Foundation grant. Although the main data source of the study was interviews of six teachers and principal, teachers were surveyed using Linda Lambert's Leadership Capacity School Survey and Rubric of Emerging Teacher Leadership. Used as indicators of progress, these instruments provided additional information and insight in determining the effect school reform had on all teachers in the school. Data, collected over a two-year period, was analyzed based upon pertinent and current literature related to school leadership, school reform, and professional communities.; The major findings of this study were that teachers increasingly participated in shared decision-making focused on improving teaching and learning in their school and began to view colleagues as valuable resources for influencing their learning and growth. In addition, teachers developed a shared sense of purpose and vision for their school and worked collaboratively and collectively on issues of mutual concern. Many teachers assumed new roles and responsibilities as a result of their work with colleagues and accepted responsibility for moving their school's improvement efforts forward.; This study concludes that reform efforts, like Working on the Work, can have a positive effect on the broad-based participation of teachers in schools. Through the reform process, teachers develop a shared sense of purpose, accept responsibility for their learning was well as the learning of their colleagues, participate in collaborative work, and engage in shared decision-making that affect the teaching and learning in their school. As a result, teachers accept new roles and responsibilities in leading their school toward improvement.