Conference Agenda

This session considers views in relation to entry requirements for individuals with ambitions to become teachers before they enter professional education for the achievement of a teaching qualification.

The General Teaching Council for Scotland (GTC Scotland) is the teaching profession’s independent registration and regulation body in Scotland. The work of GTC Scotland is set out in legislation, with article 29 of The Public Services Reform (General Teaching Council for Scotland) Order 2011 detailing GTC Scotland’s responsibilities in relation to programmes of teacher education. GTC Scotland is required by the Order to determine provisions about the admission of individuals to courses resulting in a recognised teaching qualification for teachers of school education.

The Memorandum on Entry Requirements to Programmes of Initial Teacher Education (2019) outlines the minimum standards of qualification required by candidates wishing to apply to programmes of ITE in Scotland. The current Memorandum relates to teacher education programmes starting in academic year 2020 and beyond, until such time as a new memorandum is published. The content of the memorandum is periodically reviewed, and this is achieved through strong partnership working between GTC Scotland, partners in ITE, and other stakeholders who have an interest in the qualifications required for the admission of individuals to programmes of ITE. This review operates on a five-year cycle with the intent of aligning with the review of professional standards for teachers.

A current review of the Memorandum is underway involving targeted engagement with stakeholders and there is a growing expectation for change set within a broader context of national education reform (Scottish Government, 2023). Expectations from partners vary about what constitutes effective means for determining candidate suitability for entering a programme of education leading to the achievement of a professional standard and award of a teaching qualification.

These various views will be summarised along with the process of the review of arrangements with the aim of generating participant considerations of what it means to enter the teaching profession and the implications for high quality initial teacher education and teaching standards.

During the practicum element of Initial Teacher Education (ITE) in Ireland, pre-service teachers work alongside one or more co-operating teachers. According to the Teaching Council of Ireland, the role of the cooperating teacher (CT) encompasses many different elements supporting the pre-service teacher (PST) to plan for teaching and learning appropriate to the pupils’ needs. In practice, the role of the cooperating teacher remains ambiguous with little practical support to guide the teacher enact the true potential of the relationship. The purpose of this study, therefore, is to explore the potential of a collaborative inquiry approach to the development of pedagogical content knowledge, specifically in the post-primary Mathematics classroom. The study is guided by the following research questions:

1. How can a collaborative inquiry model support the development of pedagogical content knowledge for a PST in the Mathematics classroom?

2. How can a collaborative inquiry model support the enhancement of pedagogical content knowledge for a CT in the Mathematics classroom?

3. How can a structured, collaborative inquiry support model promote a dialogic reciprocal relationship between both PST and CT?

The overarching concept underpinning this research is the idea of collaborative professionalism. Collaborative professionalism is, essentially, when two or more teachers work together to improve teaching and learning. Hargreaves and O’Connor clearly differentiate between professional collaboration and collaborative professionalism by stating that the latter is “organized in an evidence-informed, but not data-driven, way through rigorous planning, deep and sometimes demanding dialogue, candid but constructive feedback and continuous collaborative inquiry.” (2018, p. 4) The contention in this paper is that both PST and CT have an opportunity to learn in partnership, in a model of collaborative or co-inquiry. A key element of this research, therefore, is a co-constructed intervention to scaffold and support dialogic professional conversations.

Educational Design research or design-based research is the chosen methodology in this research study which is situated in a Higher Education Institution in Ireland, during the practicum element of an Initial Teacher Education (ITE) programme. The population under consideration is a cohort of students studying for the Professional Master of Education (PME), with subject methodology in Mathematics, alongside the Co-operating Teacher assigned to them in their placement school. A multi-methods approach will be used in this study, where the quantitative data collected first, will explore that ‘what’ in terms of participants experience and practice. The qualitative data will then examine ‘how’ those practices play out in the specific classroom contexts.

The benefits of this research are that it will add to the insights on the PST-CT collaborative relationship. It is hoped that a dialogic model for future use will emerge from this research which would support reciprocity further in the PST-CT professional relationship, as well as enhance the partnership model between universities and the sites of practice for the practicum element.

Building collaborative relationships between PSTs and their CTs, as well as strengthening partnerships between schools and HEIs, is clearly linked to the conference theme of “Quality Professional Education for Enhanced School Effectiveness and Improvement.”.

Harris and Jones made an urgent plea for research into Welsh all-age school leadership, stating that "targeted development, support, and training are currently missing for those who lead All-Through schools or aspire to this school leadership role" (2022, p. 233). This doctoral research examines the claims made about the leadership benefits of the all-age school model through the question “What are practitioners' perspectives on the leadership approaches, attributes and competencies required to lead an all-age school in Wales?”.

All-age schools in Wales cater to pupils aged three to 16 or three to 18 (Lloyd, 2023). The research has been conducted in Welsh all-age schools between 2022 and 2023. There are 1,470 maintained schools in Wales including 1,217 Primary schools, 182 Secondary schools, and 26 all-age schools (StatsWales, 2022). The research participants were 10 all-age school headteachers and the Senior Leadership Teams (SLT) from five all-age schools.

The Welsh government is commited to improving pupil outcomes in Wales (Welsh government, 2020) following years of poor pupil outcomes (OECD, 2020). System changes include a new curriculum, new teaching and leadership standards, research based ITE provision, and a national professional learning strategy. Semi-structured interviews with participants captured their perceptions (Munhall, 2008) of the leadership approaches, attributes, and competencies required to lead an all-age school. This included their professional learning journey and its contribution to their leadership practice.

Adopting an interpretative ontological lens with a social constructionist epistemological perspective, this research employs a case study methodology with five individual schools as cases (Stake, 1995; Yin, 2018; Thomas, 2021). Qualitative data was collected using an online questionnaire, 10 semi-structured interviews with headteachers, and five focus group interviews with SLT members. Thematic analysis was applied to the research data to identify known and emerging themes from the interviews and questionnaires.

Leading an all-age school involves navigating complex relationships with national and local governments, communities, staff, pupils, and parents. The successful establishment of new all-age schools can be hindered by community resistance (Reynolds et al., 2018). Additionally, expectations of improved cross-phase teaching may sometimes be exaggerated (Estyn, 2022). The implementation of the new curriculum necessitates collaboration between generalist primary phase teachers and subject specialist secondary phase teachers. Furthermore, the language used by school staff and the physical layout of the school significantly influences how leaders integrate the primary and secondary phases. Leadership professional learning support for all-age school leaders is currently inconsistent, as existing structures are primarily designed for either primary or secondary school leaders.

The introduction of the New Curriculum for Wales offers policymakers an opportunity to re-evaluate traditional schooling models. The research provides insights into effective strategies for establishing all-age schools, fostering a shared understanding of leadership experiences, and supporting professional learning strategies to maximise the benefits and minimise the disadvantages of all-age schooling. The initial findings of this research align with the conference themes of leadership and professional learning, seeking to enhance professional learning opportunities for current and aspiring all-age school leaders, as well as improving pupil outcomes.

This contributon to a roundtable session will focus on an PhD-project about Student Voice and Student Participation. The project is in it’s early start and it would be useful to share thoughts and reflections that could have impact on design, outcome and impact of the project. The doctoral study will examine the interrelationship between leaders’ practice and students’ voices to promote student agency in the context of democratic citizenship education. The roundtable session is linked to the ICSEI congress sub-theme Leading schools and education systems that promote equity, inclusion, belonging, diversity, social justice, global citizenship and/ or environmental sustainability, and it is connected to the ICSEI network Educational Leadership Network.

Background, purpose and policy focus:

The extant literature evidence that student voice and participation is a key factor for students’ motivation and belonging (well-being) at school. Successful engagement for meaningful exercise of student voice requires recognition of school leaders as cultural architects who create the culture needed for students to be involved in their own learning processes.

Main Questions:

• What are the key factors that enable student voice and participation in schools from the student’s perspective?

• How can school-leaders as cultural architects enhance student voice and participation to foster a belonging school-culture?

This project aims to find out:

• Why student voice is important (purpose)

• To map what is currently known about the facilitators and barriers to student voice (systematic review)

• To illuminate the key factors that enable student voice as seen from the students’ perspective (student voice)

• To examine how school-leaders respond, and how they perceive that they can facilitate the enhancement of student voice based on the knowledge from students' perspective? (leader voice)

Context, Scientific Content and Theoretical Framework

This project will make an important contribution to school development nationally and internationally. Several factors provide context for this work; the Norwegian new curriculum, the Future of Education and Skills OECD and UNs Sustainable Development Goal Quality Education.

The envisaged impact of this study entails:

Theoretical contribution: International perspectives on student voice and participation in democratic practice

Methodological contribution: Use of mixed methods

Policy contribution: Creation of policy to support leadership development that fosters student voice and democratic participation

Practice contribution: Education of future leaders in democratic practice and student voice

The project will examine student voice and participation through three conceptual lenses, of Trust, Psychological Safety and Belonging that impact the student and the leader. The fourth dimension focuses on the Leader as Cultural Architect and looks specifically at how leaders create, foster and influence school culture.

Research design

This PhD project will employ mixed methods; a systemic review, semi-structured interviews of students from Ireland and Norway and a quantitative survey with school leaders in both countries.

Questions for the roundtable session

• How do you think this PhD-project can be of interest globally?

• What is missing, what would you add or confirm that is of interest for the congress sub theme?

A two-year, government-grant funded pilot project has been launched providing robust professional social and emotional learning (SEL) and support for teachers and students equipping them with the knowledge and tools needed to regulate emotions, support executive functioning needs and manage stress, as an on-going response to COVID-19. As part of our multi-stakeholder approach to SEL, we are supporting parents by designing and sharing resources with the goal of enveloping students with wrap-around support from home in addition to school. It is our aim to use this data from the two year project to support similar projects in all schools and communities, helping all students to be socially and emotionally healthy and ready to learn. Our project adheres to six key conditions in supporting mental health in schools which are to enhance academic achievement and school attendance, to increase academic confidence and engagement in learning and in community life, to reduce high-risk behaviors of children and youth, to increase community involvement and citizenship, to enhance respect and appreciation for diversity and individual differences, and to create a welcoming, caring, respectful and safe learning environment. A Wellness Task Force has been created comprised of teachers, instructional design leads, school mental health leads, researcher leads and assistants and a Wellness Specialist. This Task Force facilitates enhanced social emotional programming, using the CASEL approved MindUp program for grades K-8. In addition, this task force facilitates the development of free, online micromodules on social-emotional wellness for teachers, parents and members of the community. Several teachers and support staff are trained and certified in MindUp, who then facilitate and support all teachers with the program implementation in classrooms, increasing teacher, school and system capacity. Effective implementation is optimized by providing assessment and feedback in an iterative process, pre-, during and post- program implementation on an ongoing basis. The Wellness Task Force serves as the mentoring and coaching unit who helps to build professional learning networks in the school and ensuring SEL is infused into daily practice. These networks, along with our university partnerships allow for “knowledge mobilization, collaborative school improvement planning and evidence informed policy that respects and promotes teacher professionalism (ICSEI, 2024)”. Mind up is an evidence-based program that has been shown to increase pro-social actions, decrease aggressive behaviors and improve academic achievement, especially in math and language arts. In addition to positive effects for students, educators have benefitted from these trauma-informed training practices and the implementation of these programs in classrooms. This is evidenced by lower levels of burnout, greater improvements in sense of personal accomplishment, self-efficacy and self-care and a reduction has been shown in emotional exhaustion compared to educators who were not trained or did not teach these wellness programs in their classroom.

Objective, aims, and theoretical framework

The aim of the study is to investigate how profiles of teacher stress and teacher-student interactions (TSI) at baseline predict the quality of implementation in the INTERACT individual video-based teacher coaching intervention.

TSI can be organized into three domains: teachers’ emotional support, classroom organization, and instructional support (Pianta et al. 2012). Studies of teacher stress and TSI quality indicate a negative association between the two phenomena (Corbine et al. 2019). Further, a meta-analysis documents the effects of video-based teacher coaching (Kraft et al. 2018). Still, the level of perceived stress may affect teachers’ performance in the classroom (Lazarus and Folkman, 1984). Consequently, there are reasons to assume that subgroups of teachers exist with different stress and TSI quality profiles. Little is known about the impact of teacher stress and TSI on the ability to implement a teacher coaching intervention with the quality needed to improve TSI.

Participants, data sources and methodology

The sample consists of 99 teachers (49 intervention group teachers) and 10 coaches participating in a cluster randomized control trial (cRCT). During the academic year, the teachers focus on emotional support, classroom organization, instructional support, and student engagement in seven coaching cycles using a strength-based approach. The intervention group teachers participated in the coaching cycles with an assigned coach about every 3rd week throughout one academic year. Each cycle consists of six steps. The coaching cycles are based on video recordings from the teacher’s own teaching and have a strength-based approach.

The intervention was implemented in the academic year 2022-2023. The current study draws on the baseline teacher reports of TSI (emotional support, classroom organization, and instructional support), as well as stress (due to workload and student behavior) collected prior to randomizing teachers. Further teacher and coach reported on the quality of implementation at the end of each of the seven coaching cycles. Teachers were recruited from 12 upper secondary schools in two Norwegian counties. Teachers at both academic (25%) and vocational tracks were included.

Findings

Exploring which profiles can be identified regarding the teachers’ reports of stress and TSI, four profiles were identified using latent profile analysis (LPA) using Mplus 8.10. The profiles represented groups of teachers with qualitatively and quantitatively different profiles of stress and TSI. It is reasonable to assume that teachers with different profiles may differ in their ability to implement an intervention with high quality (Humphrey et al 2016).

Theoretical and Educational relevance, and connection to conference theme:

Knowledge of for whom and under which conditions an intervention is effective, allows teacher coaching interventions to support TSI interactions to be more targeted and indicate for whom interventions may be particularly useful. Further, findings from the study may contribute to the understanding of the complexity of the association between teacher stress, TSI, and the quality of implementation of video-based teacher coaching interventions. This knowledge may be useful for teachers and school leaders to make data-informed decisions on teachers’ professional development.

Purpose and Research Questions

This year’s ICSEI explores the role and impact of quality professional teaching and learning, which can be supported through the mobilization of knowledge. Knowledge mobilization is the process of moving knowledge (i.e., evidence derived from research, data or practical experience) to where it will be most useful (Ward, 2017). Knowledge brokers, defined as actors that trade knowledge between entities not immediately connected (Weber & Yanovitzky, 2021), are central to this deeply relational process (Rickinson & Edwards, 2021; Ward, 2017). While previous literature illustrates the importance of social networks in the dissemination of knowledge (e.g., Authors, 2022; Farley-Ripple & Yun, 2021; Poortman & Brown, 2017), less is known about how knowledge brokers could harness the power of social networks to mobilize knowledge if presented with curated data and visualizations. Therefore, this study explores the following question: How do knowledge brokers harness social networks for the mobilization of their resources?

Theoretical Perspective

This study employs a social network perspective, which asserts that “relational ties among actors are primary and attributes of actors are secondary” (Wasserman & Faust, 1994, p. 8) in the study of the social environment and processes. A social network consists of actors that are connected through relationships (Wasserman & Faust, 1994).

Methods and Data

We selected six evidence-based and equity-focused organizations that are recognized as experts in their respective fields, and intentionally mobilize their resources to different levels of the education system, from K-12 schools to state-level policy contexts. We analyzed data from 41.5 hours of semi-structured interviews with these knowledge brokers. Some of these interviews were about how the participants would use the Twitter social networks that were visualized and organized around clusters in their work of mobilizing knowledge. We then coded the transcripts with an inductively developed codebook (Merriam & Tisdell, 2016).

Findings

Through the social network analysis and visualization, the knowledge brokers were able to learn more about the content of what their audiences were engaging in, and how they were connected. This understanding led them to strategize and plan several uses of this knowledge for their online and offline knowledge mobilization efforts. Online applications of the presented data included (a) honing social media presence to be more targeted, (b) which users and content to amplify, (c) strategically growing their online networks, (d) understanding the reach of their resources. Offline uses that they discussed included (a) informing their content, (b) updating their editorial calendar, (c) identifying people for collaborations (e.g., conferences, special issues). They were confident that these measures would improve their knowledge mobilization outcomes.

Implications

We demonstrated how knowledge brokers could use curated social network data and visualizations to improve their knowledge mobilization efforts. By highlighting the applications in online and offline spaces, this study provides evidence that knowledge brokers work on a social continuum where the movement of knowledge between online and offline is fluid (Authors, 2019). This understanding provides another perspective and approach to supporting knowledge brokers in their profoundly relational efforts for school effectiveness and improvement.

Educational accountability systems that assess school quality through academic performance metrics are ubiquitous. Recently, systems have deployed data instruments capturing functions of schooling beyond academic achievement: Chile’s DIA measures schools’ capacity to provide for students’ socioemotional needs (Weinstein & Bravo, 2023); the EU’s NESET developed a framework for socioemotional education recommending assessments of student learning (Cefai et al., 2018); the U.S.’s ESSA “school quality” indicators spark a potential shift toward evaluating care and equitable resource distribution (e.g. ISBE 5Essentials Survey). Such data use intends to challenge systems’ sole focus on achievement, which, on an individual level, shortchanges students’ holistic development (Datnow et al., 2022); on a societal level, scholars argue this focus diminishes trust and contributes to inequalities (Au, 2016; Ozga, 2013). Yet, even in systems pushing innovations in measuring climate and curriculum, metrics remain rooted in outcomes-based standardization (Author, 2023; Espeland & Stevens, 2008). Obscuring affective and structural dimensions of schooling, outcomes-based performance metrics assume communities have similar needs, interests, and resources — a myth eliding context-specific characteristics and historically-produced inequities (Espeland & Yung, 2019; Spade, 2015; Leonardo, 2007). The incommensurability of building school cultures of care and equity and collecting data about climate and curricula through performance metrics is troubling given that climate and curricula can themselves reproduce social norms and values (Keenan, 2017; Freire, 1970; Durkheim, 1956).

This paper argues that performance metrics — even those targeting non-academic purposes of schools — are ill-equipped to execute a new, important job: the deinstitutionalization of an exclusive focus on achievement and institutionalization of care and equity (Oliver, 1992). Accordingly, this paper imagines a path forward in school effectiveness and improvement by proposing a theory of “process metrics” — distinct from performance metrics — as a mechanism to disrupt the institutionalized relationship between status quo norms and values, administrative attention, and resource distribution. Integrating queer, critical, and institutional theories, I offer process metrics as “formalized system[s] of abstraction” that can be evaluated in terms of their quality and functionality in capturing both subjectivities and systems (Stinchcombe, 2001; Colyvas, 2012). Process metrics produce qualitative data (e.g. narratives) that reflect affect through evolving, student- & community-centered protocol (Vasudevan et al., 2022; Ghaziani & Brim, 2019; Tuck & Yang, 2013); they center relations over outcomes, assume relations are ever-changing, and are adaptable across organizations.

Upon developing process metrics, we should not expect them to stick. Innovation scholarship shows implementation is fraught, especially when challenging durable systems centered around dominant groups (Klein & Sorra, 1996). This paper shares principles for measuring care-based, equity-oriented, and youth-centered educational processes but also offers propositions for their institutionalization. It holds: institutionalizing process metrics (1) is a multi-level process; it does not happen only at individual schools but is embedded in educational systems’ infrastructure (Spillane et al., 2019); (2) is a process and outcome; it varies not only in its strength (reliability) but in its breadth, reach, and range (Anderson & Colyvas, forthcoming); (3) requires sustained collaboration through coupling, bundling, and nesting modes of reproduction (Anderson & Colyvas, 2021).

Chile has a highly privatised and marketised school system where schools are individually accountable for their performance and, ultimately, responsible for their sustainability (Carrasco & Gunter, 2019; Falabella, 2016; Zancajo, 2019). In this context, which would propel schools apart, recent policies and reforms are deliberately encouraging them to join mandated networks and work collaboratively under shared goals (Bellei, 2018; Pino-Yancovic et al., 2019). Nevertheless, to date, questions on how schools relate to others in such contrasting conditions have not been empirically addressed.

Considering this, this paper aims to explore to what extent schools build relationships of collaboration and support; and, if so, inspect who they turn to, and examine the motives driving them to get together.

To fulfil these purposes, this study adopted a Mixed Method Social Network Analysis approach (Bellotti, 2014; Borgatti et al., 2018), a conceptual and methodological framework concerned with the relational structures schools and their communities are embedded in. Empirical data was yielded between November and December 2022 through Ego-centric Network Map interviews (Altissimo, 2016) with sixteen primary school headteachers from an urban school district in Santiago, Chile. Interviews aimed at collecting data on relationships schools forge to support the work they do daily, acknowledging features of the networks, drivers, and the content of these bonds.

Findings show that schools and school leaders make use of both policy-framed and individual means to engage with schools that are similar in terms of their structural characteristics, forging networks that are mainly locally rooted, and diverse in terms of their size and the strength of their ties. Moreover, the research reveals four main ends driving schools to work along with others: i) to innovate in teaching and learning processes, ii) to provide administrative and managerial support, iii) to secure students’ smooth transitions to secondary education, and iv) to organise joint extra-curricular activities.

Unlike most research addressing school networking where the networks under study are setting the boundaries of the inquiry, this study provides an account of all the social worlds in which schools are intertwined. By doing so, this research seeks to expand current notions on the way schools relate to others, challenging assumptions on individualisation that usually are part of scholarly discussions on processes of privatisation. At the same time, it sheds light on relational perspectives to understand processes of school improvement that are not commonly addressed by the literature.

Considering the above mentioned, this paper seeks to contribute to the ‘Leading improvement collaboratively and sustainably’ ICSEI congress sub-theme.

Ensuring that every learner learns successfully is an urgent global challenge. To address this, ACER has committed its expertise and resources to make a significant contribution internationally. We work in partnership with education systems to drive ongoing, sustainable improvements in teaching and learning. This work is underpinned by our suite of evidence-based holistic improvement frameworks (tools), which assist education systems, schools, and school leaders in their improvement journeys. Such frameworks help establish common understandings of what improvement looks like in terms of observable, measurable practices to guide improvement foci, strategies, planning, and monitor progress.

Our flagship improvement framework is the National School Improvement Tool (NSIT). The NSIT reflects the interrelatedness of a broad range of practices at different levels in a school (highlighted in research, Robinson et al., 2017, Yatsko et al., 2015) and has been used successfully by schools and education systems in Australia and internationally since 2013. It consists of nine domains of practice with accompanying performance levels to support schools to deeply reflect on their current practices, paving a clear pathway for improvement. ACER determined a need to develop a second iteration of this tool, renamed the School Improvement Tool (SIT), drawing on the most recent international research, including our own, to ensure its fitness for purpose in informing sustainable school improvement.

This presentation highlights key learnings from research and practice that informed the development of the SIT. A comprehensive review of research on school improvement, school effectiveness and school leadership confirmed the robustness of the nine-domain framework. The SIT reflects learnings from an extended evidence base, new developments in the field, changes to common terminology and 10 years of evidence from NSIT school reviews.

Examples of themes that have been strengthened across the SIT include a more explicit focus on student wellbeing and engagement as well as student learning. Inclusive practices and the consideration of student perspectives to support sustainable school improvement have also been amplified. Fundamentally, it reflects a shift in the focus of school improvement research from student academic achievement outcomes to educational outcomes more broadly (Scheerens & Ehren, 2015). Another key theme that has been strengthened is collective efficacy and collaboration, reflecting compelling research findings in relation to school cultures characterised by high expectations (e.g., McAleavy et al., 2018) as well as distributed leadership (Leithwood et al., 2020), and ongoing professional learning of teachers and school leaders—directly related to the conference theme.

The SIT was published in 2023. Feedback from professional learning with school and system leaders and its application in schools across three Australian jurisdictions strongly endorses the shifts in emphases from NSIT to SIT and the value of the SIT as a tool to guide school improvement.

The SIT is a practical tool that can be used in any school setting internationally to enable schools to make judgements about where they are on their improvement journey and guide improvement-focused actions. At a policy level, it provides a unifying framework that can assist in ensuring system-wide consistency in school improvement efforts.

A school district's most important work is to ensure the highest quality of instruction for students. School district leaders typically don't invest in meaningful, ongoing development of building leadership capacity within their own team (Meyer & Vandermolen, 2021). The intent of this study was to shift that reality through the development of a thought partner relationship between superintendents of local school districts and former school administrators from a regional intermediate school district. The purpose of this partnership was to build strong leadership capacity to include a laser focus on learning and teaching. Results include superintendents appreciation of having a thought partner, an increase in classroom observational practice and various indicators of moving the needle toward instructional leadership.

Research questions included the following:

How to increase leader capacity for cohesive and collaborative leadership in support of improving teaching and learning for all?

Does having a focused though partner/coach have a positive impact on superintendent instructional practices? What is the impact?

How do superintendents influence the improvement of instruction and what leadership is needed for superintendents to better be able to focus on learning and teaching?

How does leadership coaching evolve over the course of the coaching relationship?

The theoretical perspectives for this study included Hall and Hord's (2011) Six Shared Functions for Facilitating Change as well as Smith and Smith's (2018) Big-Five High-Impact Instructional Leadership Practices and the Web of Support for Learning Improvements (Knapp et al., 2014). The authors also used language from Marzano's District Leadership Map (Marzano, 2018) and Cognitive Coaching (Thinking Collaborative, 2023) since those were frameworks local districts used for growth goal setting and evaluative purposes.

This study was a case study including multiple data sources to enable investigators to understand how superintendents utilized the knowledge, skills, behaviors and strategies they acquired by engaging with their thought partner on a consistent basis.

Primary data sources included semi-structured interviews. The tool used to conduct these interviews was the Concerns Based Adoption Model. Additional data sources included weekly huddle artifacts such as minutes, agendas, meeting recordings, data collection instruments and self assessments in which both the superintendent and the thought partner utilized on a consistent basis.

A principal is the second leading indicator of student performance falling only to fall behind the classroom teacher (Grissom et al., 2021). Similarly, when there is high principal turnover or a less effective principal leading a building, student achievement is negatively impacted (Grissom et al., 2021). Therefore, it is important to support building level leaders with professional learning that is meaningful and will bring results of increased leader performance. The purpose of this practice and subsequent study was to build the capacity in superintendent and central office leadership and support so that they may, in turn, engage in strategies and instructional focus to support their building level leaders (and teachers and students).

The conference's theme is "Quality Professional Education for Enhanced School Effectiveness and Improvement." Through this study, the investigators strived to provide quality professional learning to impact learning and teaching.

Over the last several decades, the educational systems in Ireland and the United States have undergone significant reforms leading to new forms of educational leadership that take a distributed approach to school improvement. In the context of shifting student demographics, accountability movements, and the recent upheaval caused by the COVID-19 pandemic, both formal and informal leaders have been central to addressing the evolving needs of youth (Spillane & Lowenhaupt, 2019; Mehta, 2013; McLeod and Dulsky, 2021). At the same time, systems-level improvement efforts have sought to leverage leadership across roles and levels, relying on these leaders to implement instructional and organizational reform.

We draw on distributed leadership theory as we consider the dynamic ways in which leaders across positions influence school improvement (Spillane et al., 2002, Harris et al., 2022). According to this theory, “leadership practice is constituted in the interaction of leaders and their social and material situations. (Spillane et al., 2001, p. 27). As such, leadership occurs across individuals, interactions and the artifacts that mediate those interactions. This emphasis on leadership as practice that is distributed across relationships has led to research studies, policy initiatives, and changes in the infrastructure of educational leadership (Harris et al., 2022). At the same time, there is much to learn about how to build capacity among leaders to engage in distributed leadership.

Our presentation spans two distinct educational systems with differing approaches to distributed leadership. In Ireland, policymakers have devoted considerable attention to supporting senior school leaders including a particular focus on distributed leadership and a review of formal middle management/leadership roles being undertaken by appointed teachers (Department of Education, 2018, 2022. In the United States, the proliferation of emerging leadership structures such as instructional coaching, leadership teams, and teacher leadership has led to a growing set of possibilities and roles, in many cases without formal infrastructure to support the leadership demands of this work (Woulfin & Rigby, 2017; Lowenhaupt & McNeill, 2018). Taking a comparative approach, we use qualitative case study methods to examine the distributed nature of leadership in these two contexts with a focus on two preparation programs in each site (Yin, 2009). Through document analysis (Bowen, 2009), we will examine how distributed leadership is conceptualized in policy documents and program materials. Drawing on our own experiences with the design and implementation of leadership preparation for middle and non-traditional leaders, we will examine common themes across contexts and surface distinctions with implications for distributed leadership capacity building in the two educational systems.

In our findings, we will examine how these systems have built capacity for distributed leadership. We examine the relative affordances and challenges of explicit infrastructure for distributed leadership in the Irish case as compared to the organic evolution of informal leadership opportunities in the US case. We explore how this difference has shaped educators’ positions and dispositions for taking on leadership roles. We end with implications for policy and practice given the ongoing reliance on distributed leadership for school improvement in an increasingly complex education landscape.

In the context of growing interest in improvement research in education and continuous improvement, one core problem to address is how to bridge gaps in improvement knowledge and expertise. A second problem to address is the tension between traditional accountability metrics-driven improvement systems and more progressive performance-based and continuous improvement systems. As New York state policymakers seek to use improvement research in their accountability system redesign and spread continuous improvement expertise among practicing professionals, backbone organizations that function as diverse stakeholder boundary-spanners, improvement knowledge generators, and improvement capacity builders, are, arguably, necessary. The purpose of this paper is to describe the New York context and raise questions about two main challenges framed as research questions.

Research Questions:

What are the optimal strategies for communicating and disseminating equity-oriented research findings and recommendations to diverse stakeholders? What structures and strategies can policymakers, local school system leaders, and improvement researchers employ to facilitate improvement research and continuous improvement utilization?

Perspectives:

As a number of scholars have highlighted (e.g. Haverly et al., 2022), leading instructional improvement is an endeavor fraught with challenges and considerations that influence what is prioritized in the day-to-day functioning of a school. While pragmatic considerations may be high on the list of drivers for behavior, moral considerations are as well. Such moral considerations in the wake of the COVID-19 pandemic and in light of social justice imperatives especially among youth of color and those most vulnerable or marginalized, can drive an equity-focused improvement shift.

Such a shift relies upon innovative research methodologies and frameworks (Ishimaru, 2022; Eddy-Spicer et al., 2022).

Approach to Inquiry:

In this chapter I used autoethnographic methods to chronicle and surface my experiences leading a backbone organization situated in a higher education institution and funded by the state of New York to “inform, inspire, and improve” in the P-12 education space. I did this work reflexively and using an ecological lens (Adams, et al., 2017; Bronfenbrenner & Morris, 2006).

Findings:

I have discovered the following present as high leverage activities: 1) direct engagement with stakeholder groups representing large numbers of members through presentation and publications in member communications; 2) direct engagement with state education department agents in the role of “thought partner” as well as co-designer of continuous improvement professional development opportunities. In relation to question two I have discovered the importance of 1) surfacing a theory of improvement through dialogue with multiple policy agents to encourage sense-making and build coherence across entities and organizations with regard to improvement initiatives, 2) thoughtful integration of practice-oriented expertise with improvement research knowledge and improvement expertise in the development and delivery of continuous improvement-focused professional development, and 3) building improvement infrastructure from an equity-center.

Importance

This presentation provides one example of the developmental journey of a backbone organization in the New York state context and with discussion of current and “on the horizon” opportunities and barriers to building sustainable research-informed improvement infrastructures.

Connection to Theme:

This presentation focuses on a backbone organization promoting equity-oriented and improvement-research informed professional education opportunities.

Three professional practice standards are Ministerial Orders in Alberta, Canada—Superintendent Leadership Quality Standard, Leadership Quality Standard, and Teaching Quality Standard. The three standards are interrelated, interconnected, and interdependent among the nested levels. Complexity theorists argue that nested systems exhibit emergent properties. The interactions, relationships, and feedback loops between the nested levels give rise to the system's overall behaviour. Changes or disruptions at one level can propagate and impact other levels, creating a complex web of dependencies and influences. The theoretical framework for the design and analysis of this study was informed by complexity theory. The conceptual framework, which is consistent with complex organizations, was adapted using implementation science detailing three implementation drivers (competency, organizational, leadership) that supported implementation of the three standards (Fixsen et al., 2019; Sims & Melcher, 2017).

A four-year, longitudinal, convergent mixed-methods study was conducted using three methods to gather data: surveys, case studies, and document review of school authority and provincial documents. Surveys were gathered from teachers (n = 5536), school and system leaders (n = 1832), and superintendent leaders (n = 108) in 35 school districts. Case studies (Merriam & Tisdell, 2016) were carried out in up to 10 school districts each year. Superintendents, system leaders, principals, assistant/vice principals, and teachers (cumulative n = 536) participated yearly in either focus groups or interviews from the participating school districts. The data were gathered concurrently and analyzed separately (Bazeley, 2018; Creswell & Plano-Clark, 2018; Onwuegbuzie & Teddlie, 2003). Complementary analysis was used for integrating the data in response to the following three research questions: How well and in what ways are the professional practice standards being implemented? What barriers and supports do teachers, principals, and system leaders identify in the implementation process? What impacts are evident from the implementation of the professional practice standards?

One of the key merged findings was that participating teachers and leaders became more proficient with collecting and applying numerous sources of evidence to inform, improve, and strengthen their daily practice. In school districts where educators focused on sources of multiple sources of evidence that provided outcome data, as well as fidelity data, participants used their daily practice as the site of their continuous professional learning and development (Brown et al., 2021; Timperley, 2015). Results indicate that cultivating a culture of daily evidence-informed practice was crucial not only for successful implementation of professional practice standards towards optimal teaching and learning, but also enabled educators to predict student achievement more accurately.

Objective/Focus: The ETBI’s program is designed to refine and extend the instructional practices and classroom management practices of secondary teachers in Ireland by having a team of teachers and principal attend 12 days of training over a two-year period. That training being guided by the research on educational and systemic change.

Questions:

1. Has attending to change wisdom been successful in guiding the program initiation,

implementation and shift to continuation/sustainability?

2. What blocks and supports educators within a system working to enact and sustain change

wisdom focused on extending/refining teachers’ instructional repertoire?

3. Has the ‘program’ been able create the internal capacity to sustain change?

4. What must change to facilitate the program extending beyond seventeen years?

Paper Structure: Three components: (1) the objective, purpose and research guiding the design and implementation of the program; (2) the rubrics designed from change research to guide and facilitate the discussion of the results; and (3) the identification of what is, and what is not working juxtaposed with five other systemic change projects in two other countries.

Methods: This qualitative research process is motivated by Ellis’ (2001) work in this text, Research on Educational Innovations. He describes three levels of change. The ETBI’s focus is on Level 3 which focuses on researching the impact of innovations on a system. Elmore argued that Level 3 research is rare, and when attempted, usually fails.

We also design and analyze our efforts using change rubrics constructed from change research, e.g., Levels of Use innovation from Hall and Hord’s Concerns Based Adoption Model; the factors from Fullan’s work on the initiation, implementation, and sustaining change and the peer coaching process from the work of Showers and Joyce. In another paper, we discuss the research on teacher and principal Stages of Concern from the work of Hord and Hall (201 ).

Data Source/Results Findings, Learning: Data from our efforts is analyzed applying rubrics constructed from change research from the Concerns Based Adoption Model. The rubrics have three levels: (1) Mechanical Use, (2) Routine Use, and (3) Refined more Integrative Use. From that we can ascertain what is working and where we are falling short. A discussion occurs after each of the rubric.

Perspective/Problem of Practice: The findings presented in Cuban & Usdan’s (2003) text, Powerful Reforms with Shallow Roots, confirms Ellis’ findings. Cuban and Usdan also reported on the rarity of sustained systemic efforts…they found that when the grants disappear, the effort disappears.

Importance of Study: We are working to act on the extensive research related to educational change to extend the thinking and action related to longer-term, systemic-level change with a focus on improving the life chances and learning chances of students. In parallel, the research also identifies extending/refining all teachers instructional practices within a system as a key focus for the content of systemic change (Fullan, 2011; Leithwood et al., 2009).

For over two decades, Chilean policymakers have used extrinsic incentives as the main lever to regulate teacher work. Despite the mixed effects of these kind of policies for improving teacher performance and qualifications (OECD, 2013), in 2016 Chilean authorities put in place the Teacher Professional Development System (TPDS), which is a schema for promoting teachers on a career ladder. TPDS is a high-stake extrinsic incentives system to hold teachers accountable for their individual performance. The implicit theory of action drawn from this policy design stipulates that the power of summative evaluation, performance scores, and awarding (or denying) the promotion (monetary salary increase) on the career ladder based on performance scores would motivate teachers to improve their professional qualifications. For these kind of policies, it is expected that teachers make a connection between extrinsic incentives and their intrinsic motivation for the quality of their work (Podgursky & Springer, 2007). In this context, we ask: To what extend extrinsic incentives from TPDS connects with teachers’ intrinsic drive for improving the quality of their work; if so, under what circumstances extrinsic incentives connect with intrinsic incentives?

Theoretically, this study drew on the literature of work motivation. We study the connection between extrinsic incentives and intrinsic motivation using the model developed by Harackiewicz & Sansone (2000). They conceptualize a connection between extrinsic incentives and intrinsic motives based on the perception of competence. We also theorized that this connection can be reinforced at the school level through a professional technical culture and leadership practices that support teacher learning (McLaughlin & Talbert, 2001; Tschannen-Moran, 2009).

The research design consists of an in-depth multiple case study (Yin, 2009) of three publicly funded schools from Santiago, Chile. Within each school we interviewed six teachers and two administrators, having a total sample of 24 educators.

Following Harackiewicz & Sansone (2000)s’ model, we found that there is widespread fear, anxiety, and concern about the evaluation process that teachers must go through under the TPDS. Although money is welcome, it does not seem to motivate teachers to improve their craft. When it comes to improve their teaching, more altruistic motives seem to be a stronger driver. Regarding the connection between TPDS-like incentives and the intrinsic desire to improve, we identify two groups of teachers: i) The ones who do not recognize any connection between the evaluation process and improving their craft ii) and the others who, despite the evaluative threat, face the evaluation process in a less dramatic way. For the former, the evaluation does not cue competence, for the latter the evaluation standards are seen as valid, which cues competence as a result. Organizational characteristics such as a pedagogical leadership and extra support for teachers who are going through the evaluation process seem to facilitate the connection between extrinsic incentives and intrinsic desires to improve. In line with the ICSEI 2024 conference theme of quality professional education for enhanced school effectiveness and improvement, understanding how and under what conditions incentives-based policies can motive teachers to improve their craft is paramount.

Teacher professionalism attracts a great deal of interest these days from both scholars and policymakers worldwide due to the significant role played by teachers in improving the education system and enhancing student achievement (Fullan, 2016; Hargreaves & Fullan, 2012; Oon Seng, 2015; Schleicher, 2011; Smylie, Bay, & Tonzer, 1999). With the global movement toward UN Sustainable Development Goals, countries need to ensure the quality of their education systems, and this involves updating the content and undergoing education reforms. Governments, accordingly, are raising teacher professionalism and teacher quality to the top of their agendas to accomplish this goal. Now, more than ever, teacher quality cannot be neglected, especially after the COVID-19 pandemic demonstrated very clearly that nothing can replace teachers. In the past two decades, Kuwait has made significant investments in reforming its education system in order to develop human capital and decrease reliance on hydrocarbon revenues; however, the reform agenda has neglected teacher policies and professionalism. A look at the reform agenda illustrates that no reform policies were launched concerning teacher professionalism, and this is assumed to have had a significant negative impact on teacher practices. This ongoing study aims to examine the current state of teacher professionalism in Kuwait in light of leading practices, so as to provide recommendations to policymakers for developing and enhancing teacher professionalism in Kuwait. As Hargreaves (2000) argues, policymakers need more studies to realise the importance of professional learning for teachers and to understand its ongoing process. In this research, an in-depth analysis of policy documents and literature was conducted, using the qualitative comparative approach, to evaluate teacher professionalism in Kuwait. Furthermore, this study compared and analysed teacher professionalism in Singapore and Finland to extract valuable insights that could be used to enhance teacher professionalism in Kuwait. It is worth noting that policy learning is a frequent practice in comparative research (Harris & Jones, 2018; Steiner-Khamsi, 2012). The initial findings of this research reveal the low level of teacher professionalism in Kuwait, as well as the lack of a comprehensive system overseeing teacher training. Here, we argue that achieving the goals for education is impossible without acknowledging the significance of teacher training and development and comprehending the process involved. This research contributes to the teacher professionalism literature, as it focuses on an under-researched case that had not been studied well in the literature previously. Moreover, this research attempts to provide a framework for teacher professionalism in Kuwait, based on lessons learned from leading countries in this field. Finally, the research provides policy and practice learning to support teacher and school leader development, because policymakers, politicians, and practitioners need to work together to ensure that teachers maintain a high level of professionality and are capable of achieving the desired educational outcomes.

Internationally, teacher shortage appears to be a major societal problem, including Sweden (Boström et al., 2022; See & Gorard, 2020). According to the United Nations (UNESCO, 2016), the world needs at least 69 million new teachers to reach the education goals of Agenda 2030. In Europe, there is a shortage of teachers in basically all countries (Federičová's, 2020; The European Commission, 2020; OECD, 2020). In Sweden, the Swedish Na-tional Agency for Education [Skolverket] (2019; 2020) and Statistics Swe-den (2017a, b) have alerted to the problem. Various actors (media, politi-cians, opinion leaders and trade unions) have in Sweden expressed their definite and different views on the matter (Kungliga Ingenjörsvetenskap-sakademin,2020). The voices of researchers, teachers and principals are though to a large extent absent (Boström, 2023). At the same time, all stakeholders agree on both the existence of teacher shortage and the im-portance of educated teachers in schools for creating the best possible con-ditions for students to learn.

Our interest is to delineate the specific aspects of the teacher shortage's concerning causes and possible solutions according to professional groups in the field, i.e., that have concrete experience of teacher shortage and its consequences. The research questions for this study are:

• According to seven different professional groups, what are the causes and solutions of teacher shortage?

• Are there differences and similarities between the various professional groups regarding causes and solutions? If so, in what respects?

Theoretical framework for the study is ”wicked problem” (Rittel & Web-ber, 1973). It refers to complex, open-ended, and ambiguous problems that are difficult to define, have no definitive solution, and are interconnected with other problems and societal issues. Wicked problems are characterized by their complex nature, the presence of multiple stakeholders with con-flicting interests, and the lack of clear problem boundaries. The wicked problem theory emphasizes that traditional approaches to problem-solving are often insufficient for addressing complex problems. Instead, it encour-ages a more holistic and collaborative approach, involving various stake-holders, disciplines, and perspectives.

The study is based on a web survey, answered by 605 informants, consist-ing of 40 items about causes and possible solutions based on previous re-search and dialogue meetings with regional and national policy actors. The selection of participants included both academic and practical professions as well as a representation of teacher students. Data are analyzed by de-scriptive and inferential statistics. The results are reported with descriptive statistics and significance testing. Descriptive statistics presents an overall picture of the various items at a group level. Mann–Whitney U- test inves-tigates the distinctions between professional categories.

Preliminary results indicated that items were differently relevant for differ-ent professional groups. Three professional groups diverged largely from other groups, namely health staff, uneducated teachers, and teacher train-ers. The results confirm the importance of seeing the problem as “wicked” and therefore engaging diverse stakeholders in the problem-solving process to foster collective intelligence and shared responsibility. The connection to the conferences is evident, i.e., the role and impact of educated teachers in the context of school effectiveness and improvement.

This qualitative study contributes to systematic knowledge about online education in public upper secondary schools. By conducting a thematic analysis of eight interviews with online teachers in a large region in Norway, the study aims to explore how these teachers experience teaching and learning online in their curriculum-based subjects. In the absence of Norwegian research, the study draws on international studies of online teaching in schools and theories of digital agency to provide a knowledge base for understanding the teachers' teaching context, as well as their pedagogical and technological choices and actions.

Four themes that emerged from the analysis are summarized and discussed in a model for digital maturity in online teaching and learning. The main findings of the study indicate that acquiring professional digital competence in school and education is a good, but not sufficient, starting point for teaching in an online school. The online teachers demonstrated individual professional digital agency, which manifested in the development of new teaching designs, increased utilization of digital tools, independent student work, and oral interaction. These changes contributed to strengthening student engagement and self-directed learning within the framework of each individual subject.

The teachers also exhibited collective transformative agency through collaboration in the development of the online school. Experience sharing and problem-solving during joint gatherings contributed to an enhanced common understanding of online teaching and assessment. The online school represented a digital transformation, wherein the teachers' participation resulted in changes in how the online school organized and structured its subject offerings for all students at school owner and school leadership levels.

Objectives and Connections to Theme:

Data systems can play a role in teacher confidence; contribute to improved, differentiated instruction; and ultimately improve schools. This presentation explores these ideas through the example of a government-led literacy initiative in the U.S.

Context:

Much has been written about the promise of teacher’s data use internationally (Poortman, Schildkamp, Lai, 2016). Furthermore in the 2018 PISA, at least 70% of students attended schools where student assessments guided instruction (Peña-López, 2020). Some studies connect teacher data use to student achievement (Reeves, & Honig, 2015; Poortman, & Schildkamp, 2016); and one recently found professional development increased teacher data use specifically in reading (van Kuijk, et al., 2016). However, data-use capacity has been questioned (Van Gasse, & Mol, 2021; Datnow, & Hubbard, 2016).

Investment in “the Science of Reading” in the U.S. provides opportunities to explore how “Multi-Tiered Systems of Support in Reading (MTSS-R)” influence teachers’ data-use (Fien, Chard, & Baker, 2021). Teachers use MTSS-R to screen students for reading difficulties, diagnose needs, place students in intervention groups, and monitor progress (Leonard, et al. 2019).

Since 2013, 31 states passed legislation about the Science of Reading and four have policies in process (Schwartz, 2023). States typically focus on evidence-based instruction including phonemic awareness, phonics, fluency, vocabulary, and comprehension, and also implement MTSS-R. Could implementing MTSS-R relate to teachers’ data use and confidence in teaching?

Questions, Methods, Data Sources:

Q1: To what extent are elementary teachers confident teaching reading content, and how does use of MTSS-R relate to confidence?

Q2: What do leader interviews and document reviews reveal about successful implementation and use of MTSS-R?

This presentation describes an evaluation of a state-funded reading initiative that requires use of MTSS-R. We surveyed elementary teachers in 24 districts (37% response rate, n=339) about confidence teaching 10 aspects of reading and about use of MTSS-R. We analyzed the data through descriptive statistics and Chi Squares. We used content analysis to examine district documents and leader interviews.

Results:

More teachers reported confidence teaching comprehension and vocabulary compared to other aspects of reading (Figure 1). Confidence teaching phonemic awareness, phonics, fluency, oral reasoning, and complex text was significantly related to reported use of MTSS-R (Table 1).

In interviews, district leaders believed schools made progress on MTSS-R but the systems were not fully implemented. Several noted that teachers weren’t always “on the same page” about assessments and their purposes. Documents showed that MTSS-R typically relied more heavily on measures of phonemic awareness, phonics, and fluency than on other aspects of reading.

Significance:

This presentation discusses

• How countries can learn from the promise (and implementation challenges) of data systems, such as MTSS-R in the U.S.

• How data systems may help teachers gain confidence, particularly in areas directly related to the measures in the data system (e.g. phonemic awareness, phonics, and fluency) or tangentially related areas where confidence was low (e.g. verbal reasoning and complex text)

Theoretical framework

The use of data, such as data from students’ perceptions of teaching quality (SPTQ), can help teachers improve their teaching quality and support students’ learning (Röhl, 2021). SPTQ data can help teachers identify areas of improvement and initiate improvement-oriented actions (Helms-Lorenz & Visscher, 2021).

However, teachers need a complex set of competencies (knowledge, skills, and beliefs) to use students’ feedback data (Röhl et al., 2021), which is called Data Literacy (Mandinach & Gummer, 2016). In this study we pay attention to beliefs about SPTQ data, because they allow teachers to engage in using their knowledge and skills to use this source of data to drive their professional growth. The theory of Planned Behavior (Ajzen, 1991) will be used to study the effect of a professional development program on teachers’ beliefs.

Objectives of research

In this presentation we will present preliminary results about a teacher professional development program aimed at improving teachers’ beliefs about students’ perceptions of teaching quality.

Research question

The research question that will guide the present study is: What are the effects of a teacher professional development program on teachers’ beliefs to use SPTQ data?

Methods

Teachers will participate in a four months teacher professional development program. The sample encompasses 20 Chilean schools, and around 60 teachers from 7-12th grade, from different subjects. We will use a pre-and post questionnaire about beliefs relative to SPTQ data, grounded in the Theory of Planned Behavior (Ajzen, 1991).

We will use a pre and post-intervention test to measure the impact of our teacher professional development program on teachers' beliefs regarding SPTQ data. The professional development includes workshops for the professional learning communities (PLC) coordinators, as well as a detailed manual. Each teacher will conduct a data-use cycle, which is a set of steps that helps to systematically improve instructional practices based on SPTQ data. Results will be discussed in their PLCs consisting of six to eight teachers, and the PLC coordinator.

Expected results

We expect the intervention will improve the three predictors of intention for using students’ perceptions of teaching quality data: attitudes, subjective norms, and perceived behavioural control.

Educational importance

This research addresses a crucial aspect of educational practice, which is the use of student feedback for instructional improvement. The study will illuminate how teachers working in professional learning communities can influence teachers' beliefs and subsequent utilization of SPTQ data. Besides, the results of this study will add to our knowledge of how teacher beliefs interact with data use, an area that has been recognized but not sufficiently explored.

Connection to the conference theme

Aligned with the ICSEI 2024 theme, this study examines how to develop competencies in teachers to improve their instructional practices. Teaching quality is a crucial component in the research on educational effectiveness (e.g., Muijs & Reynolds, 2017). This study will enrich the conversation about how to develop teacher professional development able to improve teachers’ beliefs, which is key for effective data use (Datnow & Hubbard, 2016; Mandinach & Gummer, 2016; Prenger & Schildkamp, 2018).

Theoretical framework

The use of data, such as data coming students’ perceptions of teaching practices (SPTQ), can help teachers improve their teaching quality and support students’ learning (Herbert et al., 2022; Röhl, 2021). However, teachers need support in improving their teaching using SPTQ data (Bijlsma et al., 2019). The greater the support, the more probable it is that teachers will optimise their teaching using SPTQ data (Röhl, 2021).

We designed a teacher professional development program to support teachers in improving their teaching quality through the use of data in professional learning communities (PLC).

Objective of research

The aim of this study is to share initial findings on the effects of a teacher professional development program on teaching quality.

Research question

The research question that will guide the present study is: What is the effect of a data use teacher professional development program on teaching quality?

Methods

Teachers will participate in a four months teacher professional development program. The sample encompasses 20 Chilean schools, and around 60 teachers from 7-12th grade, from different subjects. We will administer a pre - and post questionnaire in which students give their perceptions about teaching quality.

The teacher professional development program includes workshops for the professional learning communities coordinators, as well as a detailed manual. Each teacher will conduct a data-use cycle, which is a set of steps that helps to systematically improve instructional practices. They will discuss each of the steps of the data use cycle in their PLC.

Expected or preliminary results

We expect the four-month intervention will improve teaching quality in the dimensions targeted by teachers during the program.

Educational importance of this research

This research addresses a crucial aspect of educational practice, which is the use of student feedback for instructional improvement. The study will illuminate how teachers working in PLCs can improve their practices in the classroom using students’ perceptions of teaching quality as a source of feedback.

Connection to the conference theme

Aligned with the ICSEI 2024 theme, this study examines how to develop competencies in teachers to process students’ feedback and improve their instructional practices. Teaching quality is a crucial component in the research on educational effectiveness (e.g., Muijs & Reynolds, 2017). This study is the first in Chile to estimate the effect of a teacher professional development program on teaching quality by means of SPTQ. This study will enrich the conversation about how to develop effective teacher professional development to improve teaching quality.

Ratification of the United Nations Conventions on the Rights of the Child (UNCRC) in 1989 initiated academic, political and community interest and commitment to advancing advocacy and support for children, their rights, their voice and their participation in all decisions which affect them [1]. Accordingly, children’s policy developments in national and international contexts centered on listening to the voices of children and young people to achieve better outcomes for all. However, the voices of children with disabilities are rarely consulted [2], they have been described as the missing voice in policy, research and practice [3] [4]. Children with disabilities tend to be the end users of policies and practices developed and implemented in their name without their consultation or participation [4][5]. This is evident in education policy. With an increasing number of students with disabilities in mainstream schools and with National Council of Special Education (NCSE) exploring a move towards full inclusion, it is timely that we listen to the voices of children with disabilities to examine what is working well and what needs to change to enhance inclusive practice.

Consequently, this research sets out to explore the perceptions and experiences of 15 students with intellectual disabilities (ID) in mainstream post-primary schools in Ireland. All students in this study access a special class for all or part of their week. This research seeks to implement students’ right to express their views and have their views heard [6]. It aims to understand if these experiences are barriers or facilitators to participation in the life of the school, including decision making. Framed within the transformative paradigm this research situates children with ID as co-researchers and agents of change. However, research with children, particularly children with disabilities can pose methodological and ethical challenges [7]. Consequently, Photovoice as a participatory visual research method was chosen to support students to voice their experiences. It’s use operationalises Lundy’s Model of Participation [8], which serves as the theoretical and methodological framework for this study by providing space, voice, audience and influence which are necessary for children as right bearing citizens to express their views and have their voices heard in an ethical inclusive manner.

Preliminary findings from this study highlight the importance of the special class to students with ID in mainstream schools. They enhance students’ participation in learning, their sense of safety and belonging and their socialisation with peers. Yet, this system of separate education provision is in breach of our obligations under Article 24 of the United Nations Convention of the Rights of People with Disabilities (UNCRPD) [9]. Ratification of Article 24 by the Government of Ireland necessitates a move to full inclusion with the removal of separate education provision [10] such as special classes. However, Article 24 was developed without input from children with disabilities. The absence of children’s voices in the development of international instruments is problematic [11]. Therefore, this research seeks to address this by listening to the voices of students with ID to identify the barriers and facilitators to participation in in school.

This is my Doctoral Research Thesis which is in progress.

Research Question: To what extent can an entrepreneurial mindset be cultivated in a primary school setting using action research?

Research Aims:

The main aim of this research is to explore, using action research, to what extent can an entrepreneurial mindset be cultivated in a primary school setting?

Research Objectives:

1. To design entrepreneurial education workshops with teachers, students & school leaders at a Change Maker Primary School.

2. To deliver three full day entrepreneurial education workshops with teachers at a Change Maker School towards the development of an entrepreneurial mindset in a primary school setting.

3. To iterate the workshops in response to feedback to implement incremental change over the course of the three workshop cycles.

4. To support teachers to implement entrepreneurial education workshops with their students at a Changemaker School.

5. To generate qualitative data on the attitudes, perceptions and experiences of teachers, students and school leaders on the design and implementation of entrepreneurial education workshops aimed at the development of an entrepreneurial mindset in a primary school.

6. To develop an entrepreneurial mindset framework and teaching blueprint that could be shared with other primary schools in Ireland.

This research will explore whether, through the development and delivery of a set of entrepreneurial education training workshops with teachers at a Primary school in Ireland could assist in the cultivation of an entrepreneurial mindset in the students, teachers, and school leaders using and an action research approach. Qualitative attitudinal measurements will be taken before and after the workshops in the form of student and teacher focus groups based on entrepreneurial domains and competencies drawn from the literature (Rae, 2006, Garman, 2020, Jiatong et al., 2021, Lubik, 2022) which will feed forward into the action cycle for the workshops. Following the design, iteration and delivery of these workshops, teachers will deliver workshops in their classrooms creating the environment to potentially develop an entrepreneurial mindset in their students. Based on the outcomes of this research project, the researcher aims to produce an entrepreneurial mindset framework / teaching blueprint which could be a transferable piece of work that could be shared with the CM primary schools in Ireland. The research will be interpretive in nature as the research is based on the belief that knowledge can be socially constructed, subjective, and influenced by social interactions of the situation being researched (Creswell, 2014). This research will not necessarily be for the purpose of discovering new facts or theories, but to acquire information and knowledge that could have a practical application to the development of teaching and learning in a primary school setting (Stringer, Genat, 2004). This research is aligned with the purpose of educational action research, which is to change, improve and transform teaching practice, teachers’ understandings of their practices and the condition in which they practice in (Kemmis, 2009). This research aligns with the main conference theme of enhanced school effectiveness and improvement.

In today's rapidly changing world, education plays a vital role in shaping societies, empowering individuals, and driving sustainable development. While Africa is rich in diverse cultures, traditions, and educational practices, there remains a pressing need to address the unique challenges and opportunities within the continent's education systems. As we embark on this journey of building a research hub dedicated to education in Africa, we invite researchers, educators, policymakers, and practitioners to join forces, collaborate, and co-create knowledge that truly reflects the realities and aspirations of African communities.

The establishment of this research think tank signifies a collective commitment to advancing educational research and practice in Africa. We firmly believe that by convening African researchers and fostering collaborative research interest groups, we can pave the way for transformative change, grounded theories, and impactful research that emanates from the African context. Our aim is to break away from the traditional research paradigms that often overlook African voices and experiences, and instead, cultivate a research ecosystem that celebrates and amplifies the African perspective.

Within this research hub, we envision a vibrant and inclusive community of researchers who are not only willing to collaborate but are passionate about co-authoring articles and editing books together. By pooling our collective expertise, insights, and diverse perspectives, we can delve into the heart of educational challenges and opportunities in Africa. This collaborative approach enables us to bridge the gap between theory and practice, ensuring that our research truly addresses the needs of African communities, and contributes to evidence-based policymaking and implementation.

Our research journey will be guided by a quest for grounded theories that reflect the rich educational traditions and practices in Africa. We recognize that education in Africa is deeply rooted in cultural heritage, indigenous knowledge systems, and community values. It is our responsibility to explore, document, and honour these traditions while seeking innovative solutions to address the ever-evolving educational landscape. By grounding our research in the realities of African contexts, we can develop theories and frameworks that are meaningful, contextually relevant, and actionable.

Beyond the pursuit of knowledge, we are driven by a shared commitment to creating real-world impact through our research endeavours. We understand that quality education is a catalyst for societal progress, and our work must align with this broader vision. By conducting rigorous research, generating evidence, and advocating for evidence-based policies, we can drive positive change in education systems, improve learning outcomes, and foster sustainable development across Africa.

Objectives for the AVD Africa Education Research Think Tank:

1. Empowering African Research Voices

2. Knowledge Generation

3. Research Collaboration and Network Support

4. Capacity Building and Mentorship

5. Policy Influence

6. Profiling Innovation and Best Practice

7. SDG Alignment

8. Community Engagement

9. International Collaboration

10. Knowledge Dissemination

Research-Practice Partnerships have recently emerged as one of the promising strategies to address equity in learning and bridging the widening gap between research and practice (Coburn et al., 2013). Furthermore, as in many developing country contexts (Gomez et al., 2020), education systems leaders are under pressure to improve learning outcomes and address other multiple demands on schools (Fleisch, 2018). Politicians increasingly demand that senior and mid-level system leaders deliver tangible and measurable change. To address these challenges, governments at various levels are entering both formal and informal partnerships with universities to help them navigate the new complex environment.

This roundtable discussion is drawn from the two research-practice partnerships that seek to collaboratively address the problem of improving teaching and learning improvement South Africa. The first case reports on the factors essential to forming university district partnerships for school improvement that seeks to build knowledge collaboratively with a rural education district in one province in South Africa in partnership with university researchers in Johannesburg and California. The collaborative network model is grounded in research and experience leading effective leadership networks of district leaders (Bryk, 2010; Fullan, 2021).

From the practice side, district leaders shared that engaging collaboratively with the university has facilitated valuable discussions around how the education system can improve; what supports might be needed, and what shared practices and norms would help build professional capacity for system improvement. Notably, one participant shared that the collaborative session "helped me to think deeply about aspects that should be introduced to improve working together with school [leaders] and my colleagues at the district level," while another expressed an interest in opportunities for district leadership an opportunity to "talk about their practice and challenges they come across in the process of implementing it".

From the universities’ side, we are finding that researchers need to be mindful of ensuring that practitioners become equal partners in the partnership. Practitioners’ perspectives are invaluable to determining leverage points for improvement. For instance, developing and agreeing on norms in initial meetings helps the group begin to work collaboratively together. This includes coming up with notes collectively to make progress in subsequent meetings. Can we agree on the ways that we should work together? This could be done by collectively negotiating all players' norms and roles. Also, developing trust seems vital for both parties. How improvement is discussed is important and impacts whether partners take on defensive postures relative to discussions of improvement efforts.

The other partnership focuses on the long-term informal relationship between university academic and senior system leaders in South Africa. Drawn from the experience of an insider/outsider, this case study documents the evolving university/government relationship from 2010 to 2023. Over time, the relationship centered around sharing and contextualization of new international research evidence on new system-wide improvement approaches and specific assistance in systemic-level improvement planning. From the university side, the relationship provided unique and direct access to schools and teachers and provided an upfront opportunity to understand the dynamics of large-scale change.

Teachers enter the education profession with high levels of intrinsic motivation, and without careful attentiveness, intrinsic motivation is not sustained or decreases. Teachers are motivated to grow, and their wellbeing is supported when their psychological needs of autonomy, competence and relatedness are satisfied. Coaching that meets the teachers’ psychological needs enhances intrinsic motivation. My research explored the environment for and the implementation of coaching programs in three diverse schools in New South Wales. This qualitative, multiple-site case study encompassed thematically coded interviews and corresponding coaching documentation, exploring coaching programs and learning environments to increase the learning and wellbeing of early career teachers. With limited coaching theories, the motivational theory of Self-Determination and the Four-Capital Framework for developing and retaining teachers structured this study, linking and extending contemporary coaching theories and knowledge.

This study indicated that the early career teachers' (ECTs) primary motivation for professional growth stemmed from a positive learning environment that facilitated coaching, which principals, coaches, and ECTs perceived as effective professional learning that supported wellbeing. The principals across all three schools had solid beliefs and a strong commitment in specific areas, creating a positive learning environment. Initially, all schools evaluated the current issues and needs and continually reviewed their context after implementing coaching. School-embedded coaching required strategic planning and resourcing that increased together with the program’s effectiveness. Coaching requires effective communication, a clear purpose, aligned policies, procedures, and defined roles and responsibilities. Examining the benefits and barriers of the applied coaching program determines whether the purpose, program or practice needs modification or expansion. So, should schools create a conducive learning environment before implementing coaching, or does coaching create the learning environment?

Research focus and objective

Researchers pay particular attention to educational interventions that create and maintain a classroom climate that promotes learning (Charltonetal., 2020; Thapaetal., 2013). In fact, the scientific community will, for instance, explore the way in which rules and procedures are introduced in the classroom (Voight & Nation, 2016), study the ways in which classroom layout is arranged (Yuanetal., 2017) and classroom material is used by teachers (e.g., textbooks, teacher-prepared worksheets, etc.) (Matsumoto, 2019), or analyze the relationships that students develop and cultivate with their peers and their teachers (Nurmi, 2012).

Teachers who use humor when interacting with their students find it easier to create a relaxed atmosphere (Martin & Ford, 2018). The use of humor has a very positive impact on social interactions in the classroom. It is not unrelated to the fact this strategy is one of those that students appreciate most in a teacher (Martin & Ford, 2018). Humor is a concept that has been examined so far in several fields of study such as health, philosophy, or history, to name a few. This study provides a conceptual analysis of this concept in the context of educational sciences. The objective of this study is to identify the defining attributes of the concept of humor in the field of education to better understand it and to foster its use by teachers.

Data sources and methods

Walker and Avant’s (2011) framework for concept analysis was used to analyze the concept. In the present context, it is a question of determining the defining attributes emanating both from the field of educational sciences and, to a lesser extent, from other related fields of research.

Results

Humor can be identified by five attributes: (1) a skill; (2) a way to communicate; (3) an educational strategy; (4) a personal perspective; and (5) a positive emotional and behavioral response.

Significance

This concept analysis clarified some of the ambiguities of humor found within the educational literature and proposed a definition of humor that is unique to classroom management. Our findings nonetheless lead to a more comprehensive understanding of humor in school, thereby constituting the first step in the study of its related concepts.

Connection to the themes of the congress

School staff and administrators are being increasingly encouraged to implement evidence-based strategies, and our study along with others, provide insights into the understanding of teacher humor that spurs a “purposeful dialogue between politicians, policymakers, academic researchers, educators and the wider school community”. Our presentation is thus directly linked to the theme of the conference: Quality Professional Education for Enhanced School Effectiveness and Improvement: International Perspectives and Approaches.

How can teachers and researchers work together to research educational practices and development? This is the starting point for this presentation about an action research project about co-operation between different teacher categories in the early school years in Sweden. The presentation explores how teachers can participate, not only in the development of their own practice, but also in researching the central phenomena, in our case co-operation.

Three schools took part in the project which aimed to develop forms for co-operation between teachers in preschool class, school age educare and primary school. The researchers, together with the teachers at each school, carried out reflection meetings throughout a three-year period. However, at the end of the project, a question arose: “how can the teachers contribute with their developed knowledge of co-operation and not just knowledge of participating in action research?” Since action research emphasizes the active role of the participants (cf. Kemmis, 2010) in the research process as well as an interaction between development and research, this is an important question.

To find ways to allow participants to be involved in interpretation processes and of producing research results can contribute to broader (and different) understandings of the phenomena than if this is done solely by researchers. But how do you produce scientific text in this context? We encountered two obstacles, firstly, the number of participants in the project was large (25 teachers), and secondly, the teachers were not used to writing this kind of texts. To make use of the teachers’ experiences, a writing group was formed during the last six months of the project. Through an analysis and writing process, where the researchers and five of the teachers (1-2 from each school) met recurrently (seven occasions), research results have been developed and processed in a joint process. This was done based on two types of data, firstly a qualitative survey with questions focused on overall experiences of co-operation for all staff at the schools (118 staff received the survey, 67 answered), secondly the accumulated project experience. The way of working can be compared to what Larsson (2005) calls respondent validation. Respondent validation is a way of working with quality in results by returning interpretation to the participants and get their assessment of the reasonableness of the interpretations. The interpretations and conclusions that the participants contribute and their experiences as such are central as the anchoring in the perceived problems and challenges of practice is a central point of departure. Through this work, teachers' work does not just become an object for others to study, but the teachers themselves get tools and the opportunity to study their own work (cf. Rönnerman, 2020).

This presentation contributes with experiences and dialogue about how teachers’ experiences can be utilized in research results (Lago et al., 2022) contributing to multiple perspectives and approaches in research about professional development. Such insights can contribute to leveraging research leading to insight, innovation and professional learning.

This paper presentation builds on experiences from a pilot program in the municipality of Malmö, Sweden, to support practice-based research and development in schools. Through this program groups of teachers and/or educational staff have been able to collaborate and be supported by researchers at the local school authority and nearby universities. The intention has been that the projects carried out within the program (n=6) should contribute to a deepened professional learning and development in schools, as well as a clinical practice-based research and collaboration with researchers and universities (e.g., 2015; Bulterman-Bos, 2008). The aim of this presentation is to highlight some “soft” aspects that stand out as important and have contributed to fruitful processes and project as well as some tensions that can arise when schools, local school authorities and universities collaborate. The empirical basis consists of a) four focus group interviews (approximately 1h each) with participants from four project groups and b) reflections/analyses by researchers at the local school authority who led the pilot program and supported the groups (Ideland, in progress).

The results indicate that the projects have created new niches in the ecological system of schooling and research (Kemmis et al, 2013) in Malmö. Through these collaborations different groups and professions have come together to work, discuss, and learn from each other in new ways. The projects have contributed to new methods and ways to meet their students as well as new knowledge of e.g. teaching and different student groups (McKenney & Reeves, 2014). Mutual respect, involving participants as experts, and the researchers' ability to follow and be sensitive to their group's needs are examples of aspects highlighted as central and important to the process by both participants and researchers. This way of working with practice-based research and development thus has many similarities with aspects highlighted in research on relational aspects of learning (Ljungblad, 2021). However, the sensitivity and flexibility asked for can easily be limited by the project´s relations to other practices and material-economic arrangements in the ecological system (Kemmis et al, 2013). The need for applications for funding and ethical approvement within the “traditional” academic system where research questions, methods, etc. often must be defined in advance has, for example, structured and/or limited the possibilities to collaborate and publish interesting results. The experiences from the pilot program thus indicate that there is a need for researchers, research and development leaders, universities, and local school authorities to find ways to work flexibly and relationally with professionals in schools - to be able to involve them and make room for their knowledge and development in projects and collaborations that contributes to a “real” development and understanding of pupils, teaching, schooling and professions (e.g. Bulterman-Bos, 2008; Kemmis et al, 2013).

Taiwan has been undergoing educational reforms since the 1990s in response to global changes. A significant milestone in this journey was the promulgation and implementation of the comprehensive 12-year curriculum guidelines in 2014 and 2019, respectively. One of the crucial aims of these reforms has been the adoption of competency-based learning.

Joining the New Pedagogies for Deep Learning (NPDL) global partnership in 2019, Taiwan currently has 33 schools participating in the network. However, integrating this global framework into the local education policy context has posed a challenge for schools.

This study investigates the integration of the NPDL global framework into the local context of competence-based education. The research focuses on a community of principals and professionals actively working to adapt the NPDL framework to fit the Taiwanese education system. Employing a constitutional logic approach, this study analyzes the construction of epistemic objects and explores the key elements and causal factors that contribute to the formation of knowledge.

Qualitative methods are employed to collect data from principals and teachers involved in NPDL implementation. Through interviews and deep dialogues, the study examines the challenges faced by Taiwanese practitioners in adopting NPDL, particularly in relation to deep learning design based on the six core competencies (6Cs): character, critical thinking, collaboration, communication, citizenship, and creativity. The findings reveal that while the NPDL framework provides a comprehensive learning framework, practitioners found it ambiguous and disconnected from the local education context.

The constitutional logic approach recognizes knowledge as socially constructed through interactions, power dynamics, and the contestation of ideas. By investigating the constitutive causes and elements, this approach sheds light on how knowledge is constructed, facts are established, and norms and rules are developed and enforced. It highlights the role of agency and social processes in shaping our understanding of the world.

The research also explores the concept of epistemic objects, referring to knowledge that is contingent upon the deliberations and interpretations of the actors involved. It investigates the deliberations, interpretations, and strategies employed by practitioners and professionals during the co-construction process of the learning progressions. Situational factors, including social, political, and cognitive contexts, are taken into account to gain insights into how knowledge is generated.

Through collaborative efforts, the collective naming of "enabling deep learning" has emerged, indicating the adaptation of the global framework to the local context. A comprehensive professional development program has been designed to enhance teacher capacity in competence-based education, ensuring cultural responsiveness in the integration efforts. The study reveals how different contexts influence the presentation and interpretation of epistemic objects and how these representations shape understanding and interaction within local practices.

This research contributes to the educational importance of understanding the process of integrating global frameworks into local education contexts. It emphasizes the need for theory, practice, and policy alignment, highlighting the transformative potential of NPDL implementation in Taiwan's educational reform journey. By shedding light on the challenges and strategies involved in this integration, the study provides insights that can inform future educational reforms and initiatives both in Taiwan and globally.

There have been numerous attempts to relate teaching development to teaching practice. However, little is known about how mentors of future teachers in Chile have used their school experiences to create university course syllabi and change or adapt their methodologies. In fact, their voices remain severely underrepresented in the design of national curricula, university modules, and teacher development courses. This research aims to address this gap by presenting a joint critical autoethnography of two Chilean female English language teachers who have experience in public schools and currently teach in tertiary education. Data were collected via a duoethnographic approach, a methodology that presents and analyzes two juxtaposing dialogic narratives to provide detailed, critical, and autobiographical accounts of both teachers' experiences regarding central issues in professional development. Drawing upon sociocultural theory, this study explores the sociocultural factors that influence mentors' incorporation of school experiences in course design and methodology adaptation. The findings highlight the benefits of experienced school teachers serving as mentors in teaching programs, as they can offer student teachers opportunities for deep reflection to address classroom realities and challenges often overlooked in university curricula. These critical reflections and interpretations of theory and practice in pedagogy can inform teacher education and re-conceptualize future pedagogical practices, where contextualized discussions and analysis of diverse student characteristics and contexts, as well as professional identity, workplaces, and voices of student and in-service teachers, play a central role in the design of teaching programs in Chile.

Introduction

This proposed presentation will reflect on the impact of a successful and award winning critical literacy project, conceived and designed by Dr Donna Hazzard. The project has been carried out in Northern Ireland primary and post-primary schools annually, from 2017 to present. In the academic year 2021 - 2022, approximately 120 schools and over 9,000 pupils participated.

Methodology

This study adopted a qualitative research design. Research methods included questionnaires to participating teachers supported by several semi-structured interviews. Data was analysed and coded thematically.

Impact

The impact of the Young News Readers Critical Literacy project is reflected in its ongoing success. Since its conception in 2017, this Northern Irish project has been taken up annually by approximately 120 primary and post-primary schools, involving 9,000 Key Stage Two and Three children and young people.

Findings

Though data shows varying levels of knowledge and understanding of critical literacy, this innovative critical literacy project is having a positive impact on teachers’ engagement with the nebulous and complex concept that is critical literacy.

The data signals a philosophical assertation and commitment among some participants to transform pedagogy to empower children and young people by equipping them with the knowledge, behaviour and skills needed to recognise power relations in their everyday lives. Participants communicated the need for a curriculum and classroom practice that is grounded in the lives of students, critical in its approach to the world, hopeful, joyful, kind, academically engaging and rigorous. All of which are key attributes of having a critical literacy perspective.

Future goals

As a transformative pedagogy, critical literacy has potential to develop tendencies and sensibilities that will help create active, critically conscious citizens. Our goal is to develop and extend engagement with critical literacy across schools in Ireland and beyond.

In this paper, we will present preliminary findings from a qualitative interview study that sheds light on the experiences and perceptions of school leaders who are implementing a design-based school improvement approach in schools serving disadvantaged communities (SSDC). This study is part of a larger school improvement and research initiative involving a total of 200 SSDCs all over Germany.

We have been conducting an in-depth three-year workshop with leaders from 21 SSDCs since fall 2022. Following a design-based approach, the leaders learnt how to identify specific interventions, test them in practice, evaluate, and, if necessary, adjust them. Additionally, the workshop offers impulses from contemporary education research, and leaders reflect on the schools' development process at a peer level in professional learning communities.

Schools serving disadvantaged communities often face numerous challenges that hinder students' educational success. These challenges encompass a wide range of factors, such as a shortage of (trained) teachers, high staff turnover, limited learning time, lack of basic materials, or a culture of low expectations (e.g., Muijs et al., 2004; Darling-Hammond, 2014). Consequently, it is not surprising that SSDC are often identified as requiring improvement (Klein, Young & Böse, 2021).

To effectively address these multifaceted issues, it is crucial to adopt an approach that not only ca-ters to the unique needs of SSDC (Harris & Chapman, 2004; Hopkins et al., 2014) but also enables them to collectively address these issues on an ongoing basis, thereby enhancing their organizational capacity for improvement (e.g., Marks & Louis, 1999; Hopkins & Reynolds, 2001).

In contrast to school improvement approaches that prioritize standardized solutions and overlook the unique contexts and needs of individual schools, the design-based approach (Mintrop, 2016) aims to leverage the collective expertise of school-based stakeholders (e.g., school leaders, teachers, students). It encourages them to become active agents in transforming their schools, engaging in a collaborative and iterative process that fosters innovative problem-solving and promotes data-based reflection.

The goal of the paper is to analyze the processes of change and development initiated by the design workshop, both within schools and in terms of leaders' competences. To achieve this, we employ a longitudinal qualitative research design. We are conducting problem-centered interviews with school leaders who have actively embraced the design-based school improvement approach, as well as analyzing artifacts such as worksheets containing root causes of behavioral patterns or driver diagrams.

The interviews aim to provide insights into the implementation process of the design-based approach, the challenges encountered, and the perceived impact on continuous school improvement. To achieve this, the interviews will be conducted at three different time points, transcribed, and systematically analyzed following the procedure of Qualitative Content Analysis (Mayring, 2022).

The preliminary results of the interview study suggest that the design-based approach is a novel method for addressing school issues for the majority of school leaders. However, it appears that they have varying degrees of success in implementing the approach within their schools.

The study's findings contribute to the growing but limited knowledge on design-based school improvement in socially disadvantaged areas.

Research Questions

Taking account of the impact of leading during the COVID-19 global pandemic in Scotland:

In what ways do newly-appointed headteachers in Scotland perceive that their engagement in the Into Headship programme has influenced and continues to influence their leadership development in leading their school community?

1. Which aspects of participants’ leadership growth, sense of identity and related application of this understanding do they recognise to have been influenced /continue to be influenced (directly and/or indirectly) by engaging in the IH programme and in which ways?

2. Which aspects of participants’ leadership growth, sense of identity and related application of this understanding do they feel, have been/ are subject to other influences, contextual factors and other learning and in which ways?

Abstract

As part of the author’s doctoral research, this is a qualitative study of six newly-appointed headteachers in Scotland who have recently completed the mandatory headship qualification "Into Headship".

In order to better understand the influences of the Into Headship programme, the study explores how former participants’ leadership continues to develop and recognises that there are multiple influences which are significant to each participant’s ongoing leadership development.

There are currently very few studies in the Scottish context that seek to deeply analyse the influences of the Into Headship programme, or studies that seek to do this over an extended time period. Therefore the study outcomes potentially offer insights on the influences of headship preparation for policy makers and colleagues leading headship preparation programmes in Scotland and elsewhere.

Adopting narrative approaches, the author conducted three semi-structured interviews with each headteacher over a period of 12 months asking participants to critically reflect upon their perceptions of the multiple influences on their leadership development, including the Into Headship programme.

Engaging in critical reflection, critiquing policy and educational literature, networking and developing an enhanced understanding of leading strategic change were typically reported as lasting influences of the Into Headship programme.

Participants reflected that their own values and beliefs about leadership were highly influential as well as aspects relating to their personal and professional identity. Also significant was the influence of other people who shape their ongoing development over time. The multiple experiences and learning prior to, during and after their time engaging in the Into Headship programme were also seen as highly influential on their leadership.

Each participant was appointed to their first headship during COVID-19 school closures. All participants reported that leading during COVID-19 in a new context and role impacted significantly on their transition to headship. They reflected upon how they led their school communities during this time and how prepared they felt to meet the inherent challenges for school leaders at this time.

Study Blogspace

https://sites.google.com/view/eddstudyblogspace/home?authuser=0

We propose a Roundtable Session for the ICSEI 2024 Network of Professional Learning Network,, focusing on the theme of leading schools and education systems that promote equity, inclusion, belonging, and diversity. Our session will revolve around the topic of "Growing Community" and will center on an inquiry project that seeks to address two fundamental questions:

1. Can every parent identify two educators who are listening with curiosity and empathy and truly believe in their children?

2. What are we learning, and why is it important for fostering equity, inclusion, belonging, and diversity?

As a diverse group of educators with varied areas of interest and responsibility, ranging from early years to inclusive supports, as both school based and district leaders, we recognized the interconnectedness of our work. We realized the exponential growth and potential impact that could arise from our catalytic affiliation.

Our collective scan allowed us to reflect on the environment before COVID and the subsequent impacts on family engagement. It became apparent that there is a prevailing sense of lingering anxiety and distress from COVID and high levels of compassion fatigue among school staff, who have been constantly pivoting to meet students' needs. Overwhelm and a misalignment between families and schools has hindered the establishment of trusting relationships and our efforts to support learners.

By intentionally growing community networks and affiliations through collaborative inquiry, we are addressing these challenges and creating school environments where families feel a deep sense of belonging, trust, and connection. By inviting everyone to the table and elevating the voices of families, stakeholder groups and rightsholders, our inquiry is enhancing equity, inclusion, belonging, and diversity within our schools and community.

During our session, we will share how the PATH process, (PATH is an acronym for Planning for Alternative Tomorrow’s with Hope), allowed us to develop a vision and framework for actionable steps toward our goal. We will share the key insights of our inquiry and explore some of the barriers and misalignments that we are striving to overcome as we continue our journey. Over the coming months, we will create a toolkit which will assist schools with examining their values and beliefs, and guide them toward actionable steps that will rebuild relationship and connection with their broader community. Our Toolkits will be reflective of the stories we gather, the strengths of our school communities, and the changes we want to see as we move forward. Healing our community requires adaptive expertise, and we are mindful of the importance of proceeding both mindfully and collaboratively.

By maintaining a focus on what is both possible and positive, our continued inquiry will enable us to build on our strengths, and grow the community we want to become.

An abundance of international research literature informs that peer-coaching in education has the power to foster the creation of professional learning communities which support contextualised professional learning, cultivate shared learning environments and develop a purposeful sense of interconnectedness which nourishes human connection and teacher development. Underpinned by these overarching principles, an innovative pilot project introducing teacher-to-teacher coaching to Irish primary and post-primary schools, with ongoing action research, will illuminate a culturally responsive and readily transferable model for teacher peer coaching with the real potential to be scaled up systemwide. The essential aim of the project is to investigate the implications of implementing peer coaching as a tool to encourage, support, and sustain deep collaboration and connectedness among teachers in the Irish education system. This will be achieved through training teachers in the fundamentals of peer-coaching enabling them to actively practise skilled collaborative coaching with colleagues; creating an interconnected culture where teachers observe each other’s teaching practice; teaching and supporting teachers to conduct pre and post professional conversations on the learning processes observed during their lessons; support teachers to formally reflect on their experiences and learning from the overall collaborative coaching process. Commencing in early spring 2022 using a qualitative research design, this project will utilise a series of surveys and in-depth semi-structured interviews with the participants from the pilot schools along with a number of focus groups at pertinent points during the project. The intention is to gather data at multiple stages over a proposed 18 month period subsequent to the introduction of a peer-coaching pilot scheme in each participating school. The findings of this research project are anticipated to support the development of coaching cultures throughout Irish primary and post-primary schools through the emergence of a bespoke coaching model: Collegial Partnership Coaching (CPC). The potential transferability of the model to other school contexts will be continuously informed by the ongoing pilot programme and associated active research. Recent research highlights a lingering, historical reticence imbued within teachers’ dispositions towards meaningful collaborative endeavours. This study is intended to expose the full potential of peer-coaching in education to act as a vehicle for sustainable individual and organisational improvement. This can be realised through extensive on-site Professional Learning in Irish schools involving the reconstruction of learning and teaching in classrooms; the personal and professional growth of educators; and ultimately, the sustainable improvement of student learning outcomes. This project and its associated research astutely aligns with the ICSEI 2024 conference theme. The aim of this research is to create an innovative format for world-class education provision for educators in Ireland and beyond. Like everything we do in education, it is firmly rooted in the desire for enhanced school effectiveness and improvement. The long-term vision for CPC is the positioning of peer-coaching as an active vehicle for change to help re-imagine professional learning in every school in the country.

Keywords: Peer coaching; collaboration; coaching culture; learning and teaching; partnership coaching model.

LGBTQ+ children and families are integral parts of classrooms around the globe. However, little is known about whether and how they are included or supported in curriculum, policies, and pedagogy - especially in early childhood settings. In 2023, over 700 anti-LGBTQ+ bills have been introduced in the United States, and 64 of the 193 countries in the United Nations still criminalize “same-sex acts.” In these divisive times, teachers and administrators worldwide are grappling with how to support LGBTQ+ youth and families in schools. By conducting a systematic literature review spanning the globe, this paper asks: How - and to what end - are LGBTQ+ children and their families included and supported in early childhood education settings?

Queer theory offers educators a lens “through which educators can transform their praxis” (Meyer) and allows us to interrogate cisheterosexism in schools. Trans epistemology, from which we (trans people) come to know ourselves and transform narratives (Nicolazzo), offers a tool for critical analysis of pedagogical practices. Ecological systems theory can be used to examine LGBTQ+ inclusion in the micro/meso/exo/macro/chronosystem (Bronfenbrenner).

I conducted a systematic literature review, an “explicit and reproducible method for identifying, evaluating and synthesizing the existing body of completed and recorded work” (Fink) with “clarity, validity and auditability” (Booth, Papaioannou & Sutton, 2012). I developed a rigorous search strategy, set inclusion/exclusion criteria, and searched education and social science databases. All results (1687) were imported to Covidence for title and abstract screening, full text review, and extraction.

The literature review is intended to be complete by fall quarter and serve as the basis for my dissertation proposal. I have synthesized several themes, including: a lack of teacher preparation programs that educate on LGBTQ+ identities/issues; the lack of LGBTQ+ inclusion stemming from teacher ignorance, parent/community pressures, and local policies; and the major vehicles of inclusion for LGBTQ+ children and families being diverse literature/curriculum, increased teacher training, and codifying protective laws. Each relates to the congress theme recognizing the “complementarity and synergy between initial teacher education and continuing professional development for teachers and school leaders'' and touches on curriculum, professional development/training, and policy.

The impacts of a supportive and affirming school environment cannot be understated. Less than half of LGBTQ+ youth identify school as a safe place and 45% considered attempting suicide in the past year (Trevor Project). Teachers spend upward of 40hrs/week with students and can have an enormous impact on their development and feelings of support. This literature review offers insight into shifting both practice and policy to be more inclusive of LGBTQ+ youth and families.

This paper is relevant to the ICSEI theme of “leading schools and education systems that promote equity, inclusion, belonging, diversity, social justice…” as LGBTQ+ children and families are often absent from teacher preparation programs and erased from professional development, especially in early childhood. The call for proposals notes the importance of international perspectives, and the literature review touches on inclusion policies and practices from the United States, Ireland, Australia, Canada, and other countries.