Teacher Ownership/Democratic Governance Category 8

Here is a collection of articles written on the EdVisions model and network schools.

Teacher Ownership/Democratic Governance articles

*All articles are available upon request by emailing info@edvisions.org

Category 8: Coaching/mentoring plan for incorporation of new members and continuous improvement.

Arnett, A. A. (2017). To develop teachers, look to other teachers: Mentors and a supportive principal are the biggest determinants of retention, research finds. Tech Directions77(4), 17-18.

This article debates the influential power of teacher mentors and a supportive principal on teacher experiences during their first five years. Included is a study from Michigan State University, the keys to teacher retention conversations, the benefits to teacher-led professional development (PD), and the importance of developing advancement pathways for good teachers.

Jewett, P., & MacPhee, D. (2012). Adding collaborative peer coaching to our teaching identities. Reading Teacher66(2), 105-110.

Recent research suggests that personal and institutional constraints often limit the degree to which professional development impacts teaching practice. Darling-Hammond suggests that one of those constraints is time in schools for collaborative planning. She cites high performing schools in Europe and Asia that have three to four times more collaborative planning time for teachers than schools in the United States, and she suggests that teachers need to discover ways to collaborate to solve problems and improve practice. One way to create the kinds of collaborative teaching communities that Darling-Hammond proposes is with peer coaching.  This article describes a group of teachers who have found ways to work and learn together by adding collaborative peer coaching to their identities as teachers.

Marchese, J. (2012). Report from the field leading from the middle. Independent School71(4), 40-47.

This article discusses the implementation of a professional growth cycle by the Professional Development Committee (PDC) at the Westtown School in Pennsylvania. The cycle, which was required to promote teacher collaboration, meet professional needs, and foster accountability, called for peer coaching and structured collaboration. Collaboration & Outreach, Observation & Reflection, and Individual Choice were the themes of the cycle, helping teachers to achieve their professional goals.

McCarthy, B. (2015). Peer coaching supports teachers. District Administration51(5), 86.

This article presents the author's view on the use of instructional coaching to support the professional development of teachers. Topics discussed include a brief description of the instructional coaching framework, the important components of the framework, and the benefits of instructional coaching to teachers and school administrators.

Shillingstad, S. L., McGlamery, S., Davis, B., & Gilles, C. (2015). Navigating the roles of leadership: Mentors' perspectives on teacher leadership. Delta Kappa Gamma Bulletin81(2), 12-20.

The qualitative study described in this article began as a collaborative project among three universities offering comprehensive induction programs to first-year teachers. Fourteen teacher mentors were selected to participate in this case study of teacher leaders and leadership. Three of the 14 teacher leaders were selected to participate in a special case study of their leadership development. The researchers found the leadership qualities of these three teacher leaders to be exemplary and wanted to explore in more depth how they developed and shared their skills as leaders with their mentees and colleagues. The three participants, who represented perspectives from three varied states, discussed their perspectives on leadership, the challenges they faced in their role as mentor, how they learned to navigate school culture in the role of mentor teacher leader, and their influence on their mentees.

Steinbacher-Reed, C., & Powers, E. A. (2011). Coaching without a coach. Educational Leadership69(4), 68-72.

The article discusses coaching in education, wherein teacher leaders provide support services to their peers, and examines ways in which school districts can provide those same services without having to hire an individual who serves as a full-time instructional coach. According to the article, this strategy is necessary due to decreasing budgets for education in the U.S. due to the economic recession. Further, it provides an overview of ways in which classroom teachers, teacher leaders, reading specialists, principals, and former instructional coaches can take on roles to provide professional development, foster teacher collaboration, and initiate data-based decision making within schools.