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State-wide support for teacher leadership: Implementing standards to evaluate teacher leader practices and inform professional growth activities.

机译：全州对教师领导能力的支持：实施标准以评估教师领导者的实践并为专业发展活动提供信息。

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摘要

This project used the improvement-science structure of a 90-Day-Cycle to support the implementation of the NC Teacher Leadership Specialist (TLS) Standards in two County School Districts in North Carolina by providing professional development with facilitated reflection activities and by collecting data regarding the depth and appropriateness of the standards for guiding and evaluating district-specific teacher leadership roles and activities. The outcomes from this project offered NCDPI deeper state-level awareness of district-specific teacher leadership roles by identifying models of teacher leadership practice and existing support structures and assessing the level of alignment between the TLS standards and those practices. The outcomes of this project yielded recommendations to guide the development of statewide resources for supporting teacher leadership, in order to better align them with actual district-level teacher leader roles, as well as identify focus areas for the development of future professional development resources. The narrative concludes with recommendations moving forward in light of new legislative influences on teacher leadership in North Carolina.
机译：该项目使用90天周期的改进科学结构来支持北卡罗来纳州两个县学区的NC老师领导专家（TLS）标准的实施，方法是为专业发展提供便利的反思活动，并收集有关指导和评估特定地区的教师领导角色和活动的标准的深度和适当性。该项目的成果通过确定教师领导行为的模型和现有的支持结构，并评估了TLS标准与这些实践之间的一致性水平，使NCDPI对州级特定的教师领导角色有了更深的州级认识。该项目的成果提出了一些建议，以指导州级资源的发展以支持教师的领导能力，以便更好地使其与地区级教师领导者的实际角色保持一致，并确定未来专业发展资源开发的重点领域。根据北卡罗来纳州对教师领导能力的新立法影响，本叙事在结尾处提出了一些建议。

著录项

  • 作者

    Sox, Robert Gordon.;

  • 作者单位

    Western Carolina University.;

  • 授予单位 Western Carolina University.;
  • 学科 Educational evaluation.;Adult education.;Educational leadership.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 126 p.
  • 总页数 126
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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