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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
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  Data: Developing Non-Positional Teacher Leadership of Formative Assessment Practices: Findings from the Teacher-Led Learning Circles Project
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  Data: <searchLink fieldCode="AR" term="%22Carol+Campbell%22">Carol Campbell</searchLink><br /><searchLink fieldCode="AR" term="%22Christopher+DeLuca%22">Christopher DeLuca</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+LaPointe-McEwan%22">Danielle LaPointe-McEwan</searchLink><br /><searchLink fieldCode="AR" term="%22Nathan+Rickey%22">Nathan Rickey</searchLink><br /><searchLink fieldCode="AR" term="%22Maeva+Ceau%22">Maeva Ceau</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+Policy+and+Leadership%22"><i>International Journal of Education Policy and Leadership</i></searchLink>. 2025 21(3).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22Cote+d'Ivoire%22">Cote d'Ivoire</searchLink><br /><searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink><br /><searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink><br /><searchLink fieldCode="DE" term="%22Uruguay%22">Uruguay</searchLink>
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  Data: 10.22230/ijepl.2025v21n3a1539
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  Data: 1555-5062
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  Label: Abstract
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  Data: 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.
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Leadership
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      – SubjectFull: Faculty Development
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