Event Title

Teacher Leadership

Date

1-4-2016 12:00 AM

Major

Elementary Education

Department

School of Education

College

College of Human Sciences

Project Advisor

Vincent Genareo

Project Advisor's Department

Research Institute for Studies in Education

Description

Iowa’s Teacher Leadership and Compensation system (TLC) provides leadership opportunities for K-12 teachers. Little/no research exists on preparing pre-service teachers (PSTs) for TLC. This study used a survey with PSTs and interviews with five practicing teacher leaders. Interviewees felt administrative support was strong and necessary; their new roles shifted their responsibilities and generated ambiguity. 154 elementary PSTs indicated more leadership in past and external activities than at ISU (N = 120, 113, 78, respectively). They knew little about TLC (m=1.70/ 5-point scale). ISU’s School of Education (SOE) developed leadership, but offered fewer opportunities with faculty research and curriculum development (m=1.95, 1.48 / 4-point scale, respectively). PSTs lacked knowledge of: leadership traits (m=2.49); K-12 bureaucratic processes (m=2.36); advocacy/lobbying (m=2.29); action research (m=2.13); and risk-taking (m =2.49). Interviewees notably discussed risk-taking importance. Interviewees believed leadership development begins in university preparation; this study found gaps in opportunities/knowledge in preparation of PSTs for TLC.

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Apr 1st, 12:00 AM

Teacher Leadership

Iowa’s Teacher Leadership and Compensation system (TLC) provides leadership opportunities for K-12 teachers. Little/no research exists on preparing pre-service teachers (PSTs) for TLC. This study used a survey with PSTs and interviews with five practicing teacher leaders. Interviewees felt administrative support was strong and necessary; their new roles shifted their responsibilities and generated ambiguity. 154 elementary PSTs indicated more leadership in past and external activities than at ISU (N = 120, 113, 78, respectively). They knew little about TLC (m=1.70/ 5-point scale). ISU’s School of Education (SOE) developed leadership, but offered fewer opportunities with faculty research and curriculum development (m=1.95, 1.48 / 4-point scale, respectively). PSTs lacked knowledge of: leadership traits (m=2.49); K-12 bureaucratic processes (m=2.36); advocacy/lobbying (m=2.29); action research (m=2.13); and risk-taking (m =2.49). Interviewees notably discussed risk-taking importance. Interviewees believed leadership development begins in university preparation; this study found gaps in opportunities/knowledge in preparation of PSTs for TLC.