Developing Non-Positional Teacher Leadership of Formative Assessment Practices: Findings from the Teacher-Led Learning Circles Project
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| Title: | Developing Non-Positional Teacher Leadership of Formative Assessment Practices: Findings from the Teacher-Led Learning Circles Project |
|---|---|
| Language: | English |
| Authors: | Carol Campbell, Christopher DeLuca, Danielle LaPointe-McEwan, Nathan Rickey, Maeva Ceau |
| Source: | International Journal of Education Policy and Leadership. 2025 21(3). |
| Availability: | PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Teacher Leadership, Faculty Development, Formative Evaluation, Communities of Practice, Teacher Role, Teacher Collaboration, Facilitators (Individuals), Self Efficacy, Cultural Differences |
| Geographic Terms: | Brazil, Cote d'Ivoire, Ghana, Malaysia, South Korea, Switzerland, Uruguay |
| DOI: | 10.22230/ijepl.2025v21n3a1539 |
| ISSN: | 1555-5062 |
| Abstract: | This article examines the development of teacher leadership through the Teacher-Led Learning Circles project, a professional learning and research initiative across seven countries: Brazil, Côte d'Ivoire, Ghana, Malaysia, South Korea, Switzerland, and Uruguay. Through targeted professional development over one academic year, the project advanced non-positional teacher leadership and confidence in four core formative assessment strategies as well as the embedded use of these strategies by teachers. Data were collected through multiple sources, including a teacher pre-survey (n = 171), a teacher post-survey (n = 121), a teacher codification framework questionnaire (n = 113), a local facilitator questionnaire (n = 27), a local union representative questionnaire (n = 10), a national researcher questionnaire (n = 7), and seven country profiles. Findings show that when teachers are supported, their influence grows, and formative assessment practices become more embedded and confident, highlighting the potential of teacher-led professional development for sustainable educational improvement. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485632 |
| Database: | ERIC |
| Abstract: | This article examines the development of teacher leadership through the Teacher-Led Learning Circles project, a professional learning and research initiative across seven countries: Brazil, Côte d'Ivoire, Ghana, Malaysia, South Korea, Switzerland, and Uruguay. Through targeted professional development over one academic year, the project advanced non-positional teacher leadership and confidence in four core formative assessment strategies as well as the embedded use of these strategies by teachers. Data were collected through multiple sources, including a teacher pre-survey (n = 171), a teacher post-survey (n = 121), a teacher codification framework questionnaire (n = 113), a local facilitator questionnaire (n = 27), a local union representative questionnaire (n = 10), a national researcher questionnaire (n = 7), and seven country profiles. Findings show that when teachers are supported, their influence grows, and formative assessment practices become more embedded and confident, highlighting the potential of teacher-led professional development for sustainable educational improvement. |
|---|---|
| ISSN: | 1555-5062 |
| DOI: | 10.22230/ijepl.2025v21n3a1539 |
