Teacher Leadership in Practice: Insights From Practicum Reflections
Presented by:
Michael Coquyt, Minnesota State Moorhead
This study analyzes practicum essay reflections to identify teacher leadership activities and perceived growth, interpreted through the Teacher Leader Model Standards as a guiding framework.
Keywords:
Teacher Leadership, Experiential Learning, Thematic Coding
Abstract:
This study examines practicum essay reflections to explore how master's degree candidates engaged in leadership activities and perceived their growth. Thematic analysis identified common experiences including collaboration, professional learning, and advocacy. Findings are interpreted through the Teacher Leader Model Standards, highlighting practicum as a valuable context for developing teacher leadership in K–12 schools. These observations can also inform professional development initiatives within higher education and other professional settings.
Outcomes:
1. Analyze common leadership activities and perceived growth experiences of master’s degree candidates during a practicum, as identified through thematic analysis of reflective essays.
2. Apply the Teacher Leader Model Standards as a framework for understanding how practicum experiences foster leadership development in emerging teacher leaders.
3. Evaluate implications for strengthening teacher leadership in schools by intentionally embedding opportunities that nurture collaboration, professional learning, and advocacy within K–12 settings.
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References:
Berg, J. H., Carver, C. L., & Mangin, M. M. (2014). Teacher Leader Model Standards: Implications for Preparation, Policy, and Practice. Journal of Research on Leadership Education, 9(2), 195–217. https://doi.org/10.1177/1942775113507714 SAGE Journals
Guthrie, K. L., & Jones, T. B. (2012). Using experiential learning and reflection for leadership education. In New Directions for Student Services, 2012(140), 53–63. Wiley. https://doi.org/10.1002/ss.20031 Wiley Online Library
Dagen, A. S., Morewood, A., & Smith, M. L. (2017). Teacher Leader Model Standards and the functions assumed by National Board Certified Teachers. The Educational Forum, 81(3), 322–338. https://doi.org/10.1080/00131725.2017.1314572