Revealing the balancing act of vertical and shared leadership in Teacher Design Teams |
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| Institution: | 1. ELAN Department of Teacher Development, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands;2. Freudenthal Institute for Science and Mathematics Education, Utrecht University, P.O. Box 85.170, 3508 AD Utrecht, The Netherlands;1. Broward County Public Schools, 600 SE 3rd Ave, Fort Lauderdale, FL 33301, USA;2. University of Alabama, PO Box 870232, Tuscaloosa, AL 35487, USA;3. Georgia State University, 30 Pryor St. SE, Atlanta, GA 30303, USA;4. Temple University, 1301 Cecil B. Moore Ave, Ritter Hall/Ritter Annex (003-00), Philadelphia, PA 19122-6091, USA;1. TU Dortmund University, Department of Sport and Sport Science, Germany;2. University of Potsdam, Sport and Exercise Psychology, Germany;1. Longwood University, United States;2. University of South Carolina, United States;3. University of Idaho, United States;4. Methodist University, United States;5. University of Northern Colorado, United States;6. Iowa State University, United States;1. School of Education, Hogeschool van Amsterdam University of Applied Sciences, PO Box 1025, 1000 BA Amsterdam, The Netherlands;2. Research Institute of Child Development and Education, University of Amsterdam, Nieuwe Prinsengracht 130, 1018 VZ Amsterdam, The Netherlands;1. College of Urban Education, Davenport University, 6191 Kraft Ave. Grand Rapids, MI 49512, USA;2. Section of Engineering Design and Product Development, Department of Mechanical Engineering, Technical University of Denmark, Produktionstorvet, Building 426, 2800, Kgs.Lyngby, Denmark;3. Insper Institute of Education and Research, Rua Quatá 300, Vila Olímpia, 04546-042, São Paulo, Brazil;4. College of Arts and Science, Davenport University, 6191 Kraft Ave. Grand Rapids, MI 49512, USA |
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| Abstract: | Teacher Design Teams (TDTs) are professional learning communities in which teachers collaborate to (re)design educational materials. Although studies have indicated that leadership is vital for TDTs’ functioning, providing adequate leadership is challenging. Both shared and vertical leadership are needed, and how to combine them is not obvious. TDT participants and coaches might benefit from insight into what shared and vertical leadership look like in practice. In this study, we monitored two TDTs that used a stepwise method that integrates shared and vertical leadership. Findings reveal that combining shared and vertical leadership in TDTs is possible, but remains a challenging balancing act. |
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| Keywords: | Teacher professional development Leadership Teacher design teams Teacher collaboration |
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