EDT5100 Application to Theory to Leading Innovation and Implementing Change

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1 Application of Theory to Leading Innovation and Implementing Change EDT 5100 Keisha Jones Lazard Capella University Mr. Jeff Ronnesberg October 23, 2023

2 Educators with recommendations or notions that would benefit students and their school success often have no clear direction to accomplish these goals. These concepts are left implicit; in some occurrences, the ideas are shared, and phases are created, but nothing happens to get the plan to come to completion. It is common for educators to obtain pedagogical content knowledge yet experience hindrances in becoming leaders or dominant teachers. Some refrain since they do not feel obliged to do so; others contemplate that they lack leadership skills or self-confidence to mentor their colleagues, and some experience unpleasant emotions during a professional development workshop (Dawkins & Dickerson, 2007; Gaines et al., 2009; Harrison Berg et al., 2014). The desire is for classroom teachers who generate engaging and thought-provoking lessons to have a long-term effect on the students. These educators become leaders whom their colleagues and administrators empower; they are innovators who want to advance schools, enlarge their effect on students, and expand their influence on the teaching profession (Coggins & McGovern, (2014). Teacher leaders are at the head of the transformation. They recognize the compensation technology can bring to the classroom, so they continue their studies to assimilate new and creative programs that allow students to compete in the global phase skillfully. Students become accustomed to new technological applications that inspire critical thinking skills, time management practices, and peer collaboration. Employing technology in the classroom communicates various strategies that students can apply to produce advanced levels of work.

3 Teacher leadership, suggested by York-Barr and Duke (2004), “is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement” (p. 287-288). Persuasive teacher leaders are thinkers who embrace questions regarding their profession. These leaders envision a desirable future for their school and scholars and what can be done to reach those goals. Nicholson (2016) states that schools must embrace distributed leadership models whereby principals and teachers share responses for school improvement…power and authority must be redistributed, and trusting relationships among faculty must be nurtured for schools to thrive. A cooperative culture must saturate school communities. Nicholson’s statement aligns with Hauge’s (2014) proposal that leadership geared towards change is a joint enterprise involving leaders and teachers in a reciprocal activity of realizing the organization’s core objectives. Louis and Miles (1990) further claim that principals must relinquish some of their authority to have a real influence over the school improvement process. For educators to be persuasive digital leaders, Lisa Gonzales (2016) acknowledges that educators must be open-minded and flexible learners, focused on continuous improvement and adjustment to best engage students in digital learning. The most significant way for teachers to develop their practice is to attend professional development programs that support teachers in cultivating their students. Professional developments targeted at employing technology in classes must be thoughtful and focused, including basic troubleshooting of the technology so instructors are comfortable integrating digital devices into their lessons.

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4 Digital leaders must have Professional Learning Networks (PLNs) that enable collaboration on best practices, shared thought leadership, and global sharing of resources (Gonzales, 2016). PLNs can be found through social community chats that link leaders to like- minded colleagues with abundantly available knowledge to share. Another partnership tool persuasive leaders employ is Teacher Leader Networks (TLNs), which encourages educators to connect with colleagues in their content area at their school and with others in their district. TLNs meet with colleagues to evaluate assessment information and collectively design and implement new approaches that best sustain student retention. Teacher leaders lead within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, influence others toward improved educational practice, and accept responsibility for achieving the outcomes of their leadership (Nicholson, 2016). Teachers are the driving force behind change in education. Coggins and McGovern (2014) state that teacher leaders cannot succeed if teachers selected as leaders are not viewed by their peers as effective and have the knowledge and skills to help others improve. Organizing a TLN, PLN, or a meeting in professional development are a few of the abilities that skillful facilitators of adult learning possess. Teacher leaders identify an issue and outline the stages needed to develop a plan so teachers can return to their classrooms and implement the plan. Schrum and Levin (2013) note that teacher leaders may be in formal or informal roles, but they can impact practice and outcomes. Impacted opportunities are contingent on the school leaders' inspiration and the advancement of teachers’ participation. Schools are only as effective as the entities that run them, and administration is the key to structuring a better school. A strong and supportive administrative team can empower a faculty to succeed in challenging conditions by

5 delegating responsibilities to teachers and allowing them to work within teams to guide the school toward growth (Schrum & Levin, 2013). To enhance students’ communication skills and attain information, various technologies considered the solution to some educational problems are acknowledged as a great tool that needs to be used in educational activities (Kirschner & Selinger, 2003; Salomon, 2002). These great tools for educational activities are presented through online platforms and flipped classrooms. Flipped classrooms can be identified as: “A blended learning model in which meaningful and active learning activities involving metacognitive activities are carried out as part of cooperative and individual work in classroom settings, and in which low cognitive level activities and independent studies by the individual’s learning speed are carried out outside of school settings through the utilization of class videos, slides, articles, and course notes in digital platforms” (Çevikbas & Ziya, 2017). Students are presented with a blended learning style where instruction occurs online and face-to-face. Instructors create videos, upload links to articles, and assign readings using a digital format that requires students to complete these activities before attending the next class. This permits students to come ready with questions and share critical analysis of the current topic with their peers. Teachers can devote more time to engaging with students and are allowed to give more real-world guidance and support. Flipped classes are becoming increasingly popular, with teachers of all disciplines delivering part of their lessons using a technology-based format to encourage active student learning. Martin (2019) emphasizes that with a few simple strategies and tools, online education can be as engaging and meaningful of a process as experienced by the traditional student. There are several advantages to integrating a flipped classroom for any subject. Teachers who engage in the flipped

6 classroom model or substitute part of the class instruction online allow learners to learn according to their individual speed and performance (Bergmann & Sams, 2017). Students can play and pause videos as often as needed; they can study lecture notes and add anecdotes to help them better understand a concept. Çevikbas & Ziya suggest students are no longer alone outside school using a flipped classroom model. Students connect with their classmates and teachers using digital applications whenever they want and get sufficient and adequate feedback (2017). Communication outside the classroom promotes increased interaction among students with their peers and students with their teachers. The flipped classroom model develops cooperative learning skills related to twenty-first-century skills, and teachers have seen a growth in academic performance and achievement when students are held accountable for their learning. Another advantage of the flipped or online classroom model is that it allows more time for teachers to incorporate inquiry-based activities (Çevikbas & Ziya, 2017). These activities allow for hands-on learning, for students to gain critical thinking skills, and to monitor their learning outcomes through flipped classroom model applications (Çevikbas & Ziya, 2017). There are several benefits to an online class platform; however, some have serious concerns about using digital technologies in educational processes compared to traditional face-to-face classes (Çevikbas & Ziya, 2017). The challenges to managing a flipped or online classroom include preparing lesson materials, students not being familiar with the digital learning platform, and students not properly managing their time to complete assignments before the next class compared to students in a traditional class setting. Despite these possible drawbacks, there are methods educators can administer to support student success.

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7 One of the more blatant challenges educators face when transitioning to a flipped or online classroom is preparing lesson videos and visual and written materials (Çevikbas & Ziya, 2017). Bergmann and Sams (2012) state that readily available instructional resources can be utilized. If teachers choose to prepare their videos, they can reuse them and activities in the upcoming years. Obtaining a master copy of videos and documents used for lessons will allow teachers to edit and add to their existing resources. Resources that are already available, such as YouTube clips, TED Talks, and online readings with comprehension questions, can be easily embedded into an online learning platform for students to access with simple instructions attached. Teachers can collaborate with colleagues to divide the burden of making resources to lessen some of the challenges of making resources. Another challenge to the online platform is the dissatisfaction expressed by students regarding the lack of an instructor’s presence (Martin, 2019). Students have voiced that not seeing a face or hearing a voice may create the most significant deterrent to creating the relationships crucial to students' success and satisfaction today (Martin, 2019). One strategy suggested by Underdown and Martin (2016) states that creating personalized video content to be implemented into a self-paced or standard online course to engage students increases their satisfaction with the course and helps them retain a higher level of content knowledge. Instructors who take the time to personalize videos help establish a connection that students would typically get in a traditional classroom. Providing feedback through a video increases the probability of the student implementing the recommended changes in the next assignment because the student feels the teacher is genuinely engaged with his or her learning in the

8 classroom (Martin, 2019). These personal touches help to build relationships between the teacher and his/her students, which is needed to create a positive and engaging environment. A final challenge to an online learning platform is students who do not have access to Internet technologies from a technical and economic perspective (Çevikbas & Ziya, 2017). Often, teachers are resourceful at finding online learning platforms that students can access without using a stationary device. Class tools such as Kahoot!, Google Classroom, Remind, and Flipgrid are all free applications that can be used on a phone or a tablet. These applications make it easy and convenient to check in and send questions or comments to their peers or instructors for clarification. Remind and Flipgrid is excellent communication devices that allow teachers to build a meaningful relationship with their online students, as these tools increase engagement, satisfaction, and performance in their virtual classrooms (Martin, 2019). Teacher leadership has received significant attention as schools realize that the principal or administrative leader cannot conceivably meet the challenge of improvement alone as the demands of today are unprecedented (Curtis, 2013; Danielson, 2007). Unsurprisingly, administrators are revolving to professional development programs to form teacher leaders that will help to further guide change outside the classroom and students’ achievement. A recent fellows program called Math, Science, and Technology Initiative (MSTI) was intended to create teacher leaders at the elementary level in science and mathematics by strengthening fellows’ knowledge of math and science content, pedagogical knowledge, and leadership skills by providing them with experiences that would allow them to reach a mastery level (Green & Kent,

9 2016). The MSTI program had two phases: the fellows being mentored and trained by an MSTI specialist and the fellows coaching classroom teachers in the school district (Green & Kent, 2016). During the first phase of the PD, one of the most critical roles the fellows had to master was that of a learner (Green & Kent, 2016). Knowing their curriculum was not enough; fellows needed to expand their current knowledge through hands-on experience guided by an MSTI specialist that increased their theory and techniques in math and science that they could immediately apply in the classroom. Influential teacher leaders are those who have a firm grasp and understanding of pedagogy and content knowledge and have mastered the practical components of teacher leadership. Following the conclusion of the nine-week PD program, fellows routinely meet with MSTI specialists who provide feedback on planned lessons and offer support in analyzing quantitative data. The second phase of the PD partnered teaching fellows with classroom teachers as they assisted the teacher in content delivery. Before the fellow could help the teacher, a foundation of trust needed to be established. Green & Kent (2016) noted that teachers had to feel safe knowing that the fellows were not in their rooms to evaluate them but instead were there to observe them to assist and coach them in improving instructional strategies. There was some resistance from some teachers, but it is essential to know that teachers are generally not resistant to change of invulnerability but more often because of their insecurities (Green & Kent, 2016). To support classroom teachers, fellows learned how to coach them through a side-by-side approach rather than simply telling them what changes needed to occur (Green & Kent, 2016). This approach

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10 helped, as the fellows were not seen as a threat but rather an additional tool in the classroom that would help provide better instruction for students. According to Green and Kent (2016), learning to be a coach was equally important as the content knowledge, for it is this knowledge that assisted the fellows in effectively leading teachers. Fellows who participated in the PD were allowed to become better teachers in their classrooms, which inspired knowledge and skills to become a resource for other educators. Fellows worked in laboratory-style classrooms where they could experiment with what they were learning while developing their leadership identity. Many professional development (PD) courses for teachers focus on acquiring content and pedagogical content knowledge, sometimes with the addition of leadership skills (e.g., Hofstein, 2005; Sprott, 2019; Van Driel & Berry, 2012). However, it is not unusual for teachers to leave professional development with a positive outlook on the new strategies to try in their classes but no real incentive to lead educational change. So, the question often arises: How can teachers be adequately trained to become highly effective educators and simultaneously act as master teachers? (Abramovich & Miedijensky 2019). District professional development is constructed around allocated funds, students' academic needs, curriculum changes, and participants' qualifications. However, the one thing almost all agree on is the need for teachers to obtain long- term experience in acquiring and implementing new teaching and assessment strategies in collaboration with colleagues (Bell & Gilbert, 1996; Desimone, 2009; Loucks-Horsley et al., 2009; Supovitz & Turner, 2000). Professional development is not sufficient for teachers to want to become lead teachers, and researchers have admitted that potential alone is not enough; the desire, availability, and

11 opportunity to take leadership are also required (Abramovich & Miedijensky, 2019). A three- stage professional development (TSPD) program was developed and presented at the April 2016 AERA (American Education Research Association) conference, which suggested that teachers' development is an interweaving of social, personal, and professional aspects that are mutually dependent (Abramovich & Miedijensky, 2019). The first stage of the TSPD revealed that although the program contributed to the teachers’ individual professional development and led to fruitful collaboration and networking, it did not provide the skills necessary to guide their colleagues (Abramovich & Miedijensky, 2019). Teachers completed two more stages, and at the end of the program (2 years plus additional hours the following year), the results yielded minuscule signs of leadership in teachers' exit form. Abramovich & Miedijensky (2019) report that out of the thirty-one teachers who completed the program, only three participants mentioned that they were guiding novice teachers. Still, none had initiated the move: the novice teachers were the ones who sought them out for help. The TSPD program may not have been effective in growing leaders, but teachers did implement new strategies in their class lessons following the bare training stage. Applying these practices would help everyone, from the students interacting with their teachers to the school district that allocates funds for professional development. Technology can be incorporated into classes slowly by adding videos to lessons and then gradually increasing the complexity of the technology used. Teachers can still create engaging lessons using digital platforms that help students learn concepts as long as clear expectations are communicated between the teacher and students. Professional development can be effective when programs allow teachers to develop skills to become better teachers within their classrooms and the

12 knowledge and skills to become a resource for other teachers (Green & Kent, 2016). Effective teachers possess strong pedagogy and content knowledge, the ability and confidence to work with and assist other professionals, and the communication skills needed to implement change for the general public's betterment successfully. Every teacher is skilled in igniting change within their school. Teaching an online learning platform does not have to be complicated; Martin (2019) suggests that any online instructor or professor, with a modest amount of effort, can implement a series of simple yet highly effective strategies to build meaningful relationships with their online students and increase the satisfaction levels and quality of work produced by the student. This literature review aimed to analyze the literature regarding effective teachers and the various methods associated with implementing change and incorporating technology into the class to engage students with 21st-century learning skills.

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13 References Abramovich, A., & Miedijensky, S. (2019). From a Guided Teacher into Leader: A Three- Stage Professional Development (TSPD) Model for Empowering Teachers. Higher Education Studies, 9 (2), 57–71. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1208470&site=eho st-live&scope=sit e Bell, B., & Gilbert, J. (1996). Teacher development: A model form science education. London: Falmer Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education. Çevikbas, M. & Ziya, A., (2017). “An Innovative Learning Model in Digital Age: Flipped Classroom.” Journal of Education and Training Studies 5 (11): 189-200. https:// http:// search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1161241&site=eho st live&scope=site Coggins, C., & McGovern, K. (2014). Five Goals for Teacher Leadership. Phi Delta Kappan, 95 (7), 15–21. https://doi.org/10.1177/003172171409500704 Curtis, R. (2013). Finding a new way: Leverage teacher leadership to meet unprecedented demands, The Aspen Institute, 1-22 Retrieved from http://www.aspeninstitute.org/publications/ finding-new-way-leveraging-teacher- leadership-meet-unprecedented-demands Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65 (1) 14-19. Retrieved from http://www.ascd.org/publications/educationalleadership/sept07/vol65/ num01/The-Many- Faces-of-Leadership.aspx Dawkins, K., R., & Dickerson, D. L. (2007). Building a teacher-learner community in an earth/environmental science professional development opportunity. Journal of Geoscience Education, pp. 55 , 67–71. https://doi.org/10.5408/1089-9995-55.1.67 Desimone, L., M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38 , 181-199. https:// doi.org/10.3102/0013189X08331140 Gaines, R. E., Osman, D. J., Maddocks, D. L. S., Warner, J. C., … Schallert, D. L. (2019). Teachers’ emotional experiences in professional development: Where they come from and what they can mean. Teaching and Teacher Education, 77 , 53–65. https://doi.org/10.1016/j.tate. 2018.09.008

14 Green, A.M., & Kent, A. M. (2016). Developing Science and Mathematics Teacher Leaders through a Math, Science & Technology Initiative. Professional Educator, 40 (1), 77-87. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1103358&site=eho st-live&scope=site Gonzales, L. (2016). FOUR TIPS FOR EFFECTIVE DIGITAL LEADERSHIP. Tech & Learning, 37 (4), 32-33. Retrieved from http://library.capella.edu/login? qurl=https%3A%2F %2Fsearch.proquest.com%2Fdocvie w%2F1849313639%3Faccountid%3D27965 Hauge, T. E., Norenes, S. O., & Vedøy, G. (2014). School Leadership and Educational Change: Tools and Practices in Shared School Leadership Development. Journal of Educational Change, 15 (4), 357-376. Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1041581&site=eho st- live&scope=sit e Harrison Berg, J., Carver, C. L., & Mangin, M. M. (2014). Teacher leader model standards: Implications for preparation, policy, and practice. Journal of Research on Leadership Education, 9 , 195-217. https://doi.org/10.1177/1942775113507714 Hofstein, A. (2005). Chemistry teachers’ professional development for implementing new content and pedagogical standards. Chemical Education International (IUPAC), 6 (1). Kang, N. E., & Yoon, W. C. (2008). Age and experience-related user behavior differences in the use of complicated electronic devices . International Journal of Human-Computer Studies, 66, 425-437. https://doi.org/10.1016/j.ijhcs.2007.12.003 Kirschner, P., & Selinger, M. (2003). The state of affairs of teachers' education with respect to information and communications technology. Technology, Pedagogy and Education, 12 (1), 5-17. https://doi.org/10.1080/14759390300200143 Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2009). Designing Professional Development for Teachers of Science and Mathematics. (Third Edition). Thousands Oaks, CA: Crowin. Martin. J. (2019). Building Relationships and Increasing Engagement in the Virtual Classroom: Practical Tools for the Online Instructor. Journal of Educators Online, 16 (1). Retrieved from http://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1204379&site=eho st live&scope=site Nicholson, J., Capitelli, S., Richert, A. E., Bauer, A., & Bonetti, S. (2016). The Affordances of Using a Teacher Leadership Network to Support Leadership Development: Creating

15 Collaborative Thinking Spaces to Strength Teachers’ Skills in Facilitating Productive Evidence-Informed Conversations. Teacher Education Quarterly, 43 (1), 29-50. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1097616&site=eho st- live&scope=site Salomon, G., (2002) Technology and pedagogy: Why don’t we see the promised revolution? Educational Technology, 42 (1), 71-75. Schrum, L., & Levin, B. B. (2013). Preparing Future Teachers Leaders: Lessons from Exemplary School Systems. Journal of Digital Learning in Teacher Education, 29 (3), 97-103. https://do1- org.library.capella.edu/10.1080/21532974.2013.10784711 Sprott, R. A. (2019). Factors that foster and deter advanced teacher’s professional development. Teaching and Teacher Education, 77, 321-331. https://doi.org/10.1016/j.tate.2018.11.001 Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Teaching, 37, 963-980. https:// doi.org/10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0 Underdown, K., & Martin, J. (2016). Engaging the online student: Instructor-created video content for the online classroom. Journal of Instructional Research, 5, 8-12. Retrieved from http://files.eric.ed.gov/fulltext/EJ1127627.pdf Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41, 26-28. https://doi.org/ 10.3102/0013189X11431010 York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74 (3), 255-316

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