English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Factors contributing to school improvement continue to garnish international interest. The problem is school leadership teams possess little information on 'distributed leadership systems' which engage teachers in sustainable school reform. This manuscript continues a line of literature initiated to develop an instrument for measuring instructional teacher leadership behaviors conducive to building school capacity for improvement (ITLRSBSC) [1]. Instructional Leadership studies using successful rating scales (e.g. PIMRS, VAL-ED) have shed light on ‘what’ principal behaviors lead to school improvement. Little is known about ‘how’ and ‘why’ instructional teacher leadership behaviors are engaged. A perceived augmentation of principle instructional leadership is theoretically superimposed on the design of the ITLRSBSC instrument. In phase one, a Q-set will systematically emerge from a) empirical literature and b) mixed method evaluation processes on interview and PIMRS data. This paper details the development of interview questions from the convergence of instructional leadership conceptual models. In phase two of the study, ITLRSBSC behaviorally anchored dimensions and subscales will be constructed utilizing the transferred Q-set within BARS methodology. The phase one pre-instrument correlation of distributed instructional leadership behaviors is purposed to increase post development ITLRSBSC instrument validation scoring. All educators and researchers engaging teacher leaders in building school instructional leadership capacity will benefit from this publication.

international journal for cross-disciplinary subjects in education

Two-Phase Development of the Instructional Teacher Leadership Rating Scale for Building School Capacity (ITLRSBSC): Model Emergence through Pervasive Empirical Grounding and Mixed Method Evaluation Design