COLLABORATIVE EVALUATION AND SCHOOL
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CynthiaB.Bauman,LilianaRodríguez-Campos1777GladesRoad,BocaRaton,FL 33431.
24202E.FowlerAvenue,Tampa,FL33620,USA.
ABSTRACT
ThenoveltyoftheModelforCollaborativeEvaluationsorMCE(Rodríguez-Campos&Rincones–Gómez,2013)residesinthewayinwhicheachofitselements (componentsandsubcomponents)influencestheothersand,asaconsequence,theoverallcollaborativeevaluation.Toaccomplishacomprehensivecollaborative evaluation,theinteractiveuseoftheMCEelementsonarotatingandremixingbasisisrecommended.However,thereisabenefitofutilizingtheindividualMCE component Identify the Situation, and specifically the subcomponent Identify Stakeholders. Social NetworkAnalysis (SNA) was used in the featured case study (Bauman,2018)tocreatevisualrepresentationsofteacherprofessionalnetworksthatoperatewithinaschool.Prominentmembersofthisnetworkwereidentifiedas teacherleaders.Teacherswhoareidentifiedasteacherleadersbytheirpeers,andengageincollaborativepractices,areabletoprovideauniqueperspectiveabout schooloperationpracticesandimplementationofprocessesforschoolimprovementplanning.
KEYWORDS:CollaborativeEvaluation,SchoolImprovement,SocialNetworkAnalysis,TeacherLeadership.
INTRODUCTION:
ThepurposeofthisarticleistodescribehowtheModelforCollaborativeEvaluations(Rodríguez-Campos&Rincones–Gómez,2013)orMCEcanbeusedasa tool to foster school improvement planning.This model provides a framework for inclusive involvement in the school improvement process, including needs assessment.This article includes an overview of the MCE, with a focus on the componentIdentifytheSituationandthesubcomponentIdentifyStakeholders. IncorporatingthestructuredMCEintoschoolimprovementplanningcankindle stakeholder involvement, increase meaningful use of evaluation by stakeholders, and contribute to knowledge-based decision making (Fetterman, Sukowski,&Rodríguez-Campos,2018).Italsoincludesanoverviewofthefeaturedcasestudy(Bauman,2019)thatutilizedSocialNetworkAnalysis(SNA)to identify prominent members of a teacher professional network within one successfulTitleIelementaryschool.Empoweringteacherstohaveavoiceintheir schools can have an impact on school improvement (Bryk, Sebring, Allensworth,Luppescu,&Easton,2010;Katzenmeyer&Moller,2009;Murphy, 2005;Smylie,Conley,&Marks,2011).Furthermore,“Leadershipresides,notin individuals,butinthespacesbetweenandamongindividuals”(Taylor,Goeke, Klein,Onore,andGeist,2011,p.921).Thisarticleprovidesexamplesofwhythe MCEisrelevantandapplicabletotheschoolimprovementsetting.Implications forintegrationandapplicationofSNAandtheMCEarediscussed.
PurposeoftheCaseStudy:
Thepurposeofthefeaturedcasestudy(Bauman,2018)wastouncoverpatterns inteacherprofessionalnetworks.Theoverallguidingquestionforthisstudywas, towhatextentdoteachersutilizeprofessionalnetworkstoseekinformationand influence others as teacher leaders working toward a common goal of student achievementandschoolimprovement?
TheModelforCollaborativeEvaluation:
Thismodelendeavorstoachieveaholisticlearningenvironmenttosupportcollaborativeevaluation(Rodríguez-Campos&Rincones–Gómez,2013). Thisis inalignmentwiththeconceptoftheprofessionallearningcommunity(DuFour & Fullan, 2013), or other structures, which seek to build capacity for instructionalimprovementthroughinterdependentrelationshipswithinschoolcultures (Hovardas,2016;Hunzicker,2012;Moolenaar,Sleegers,&Daly,2012).Thesix components of the MCE (Figure 1.1) are arranged in a cycle of improvement designedtobeinteractiveandcollaborativewithstakeholders. Thecomponent Identify the Situation includes the subcomponent Identify Stakeholders. In the school environment, teachers are generally the practitioner stakeholders.What characteristics or quality of practitioners should be included? Social Network Analysiscouldhelpdeterminemembersofteacherprofessionalnetworkswithin theschool.Oncethemembersofthenetworkhavebeendefined,furtheranalysis couldidentifyprominentmembersofthenetworkwhomightthenbepotential collaborationmembers(CMs).Theycouldplayadominantpartintheimprovementplanningandevaluationprocess.Notonlythispotentiallystrengthensthe school improvement process by maximizing the professional capital (Hargreaves&Fullan,2012)inthebuilding,theinclusionofteachersintheprocessalsocanbuildcapacityforfutureimprovementplanningcollaboration.
CollaborationandSchoolImprovement:
Examining the alignment of teacher professional networks with the MCE as a
framework can add to the tools educators have to better facilitate school improvement planning and implementation. The United States Department of Educationidentifiestheinitialphaseofschoolimprovementplanningprocessas the needs assessment (Office of Elementary and Secondary Education). The needs assessment as a key factor in school improvement planning, and stakeholderengagementandcollaborativeidentificationofimprovementaretwoelementsforasuccessfulneedsassessment(Cuiccio&Husby-Slater,2018).DevelopingacultureofimprovementandinquiryforstudentachievementisinalignmentwiththeMCE'spurposeofmakingcollaborativeevaluationinclusiveand practicalforimplementation.Itisastraightforwardtooltofollowinordertosimplifythecollaborativeevaluationprocess.Thismodel'stransparencyandflexibilityallowforauthenticinteractions,notbasedoncompliancebutoninquiryfor improvement.TheframeworkoftheMCEandtheapplicationofnetworkanalysisforidentifyingstakeholderscanbeusedtogethertocreateaflexiblepoolof CMsthatcanbeinvitedtobeinvolvedatanypointintheprocess.Thisapproach seeks to build upon the strengths within the network. Trust is a key factor in revealingthefullreachofthenetworkthroughSNA.Potentialmembersmustbe willing to honestly and transparently reveal the connection they believe they havewithothersintheirprofessionalenvironment.Thefeaturedcasestudyprovidesanexampleoftheconditionsforcollaborativeevaluationassupportedby theMCE.
METHODOLOGY:
ThiscasefocusedonaTitleIelementaryschoolthathashadsuccessinstudent achievement.Dataaboutadvice-seekingwascollectedthroughobservations,an advice-seekingsurvey,andfollow-upinterviewsinordertoidentifyandvisualizeprofessionalnetworkswithintheschool.
SocialNetworkAnalysis(SNA):
Thistypeofanalysiswasusedtoprovideavisualrepresentation,throughGephi software(Bastian,Heymann,&Jacomy,2009),ofadvice-seekingnetworksfor instructional practice, improving practice, and innovating practice. Teachers wereasked,“Towhomdoyougotoforadvice?”forthesethreepurposes.The useofanadvice-seekingsurveywithinacasestudyalongwithobservationsof professionallearningcommunities(PLCs)andfollow-upinterviewsprovideda waytotriangulatethedata,paintamorecompletepictureofthecaseandlendreliabilitytothenetworkresults(Baker-Doyle,2015;Daly, Moolenaar, Bolivar& Burke,2010).Aftertheobservational,survey,andinterviewdatawascompiled, compositemapswerecreatedofalledges(ties)withinthecombinednetworks. One sociogram each is presented for advice-seeking for instructional practice, improvingpractice,andinnovatingpractice.
ContentAnalysis:
Teachers that were more prominent in measures of centrality (Faust & Wasserman, 1992) within the observed and surveyed networks were interviewed.Contentanalysis(Hsieh&Shannon,2005)oftheinterviewsproduceda matrixofresultsorganizedaccordingtothefourconstructsofteacherleadership, networks,efficacy,andinnovation.
FINDINGS:
The findings were used to identify additional examples of contexts that would support collaboration for improvement and innovation. These findings also
reflected upon lessons learned and indicated that the MCE is aligned with and especiallyusefulforprovidingastrategicframeworkfortheimplementationof collaborativeevaluationsandschoolimprovementplanningbecausethestakeholders have established collaborative networks for continued growth and studentachievement.Takingacollaborativeapproachwithinprofessionallearning communities enabled an emphasis on the needed transformation and school improvement. This case study demonstrates that established professional networks characterized by a culture of trust, shared leadership, and expertise supportscollectiveefficacyforimprovementandinnovation.
ASynthesisoftheSNA:
Instructional Practice. Through these composite sociograms, based on all sourcesofdata,amorecompletepictureofconnectionsbetweenstaffemerged. Figure1.2indicatesthatonlysixstaffmembersareisolatesonthefringesofthe instructional practice advice-seeking network as represented by the data collectedduringthedurationofthestudy Theseareindividualsthatwerenotmembersofanobservedgradelevelprofessionallearningcommunity(PLC)werenot respondentsinthesurvey,andwerenotinterviewed.Also,theirpeerswithinthe networkdidnotselectthemastargetsforadviceseekingeitherinthesurveyor theinterviews.
Improvement and innovation. The advice seeking networks for improvement (Figure1.3)andinnovation(Figure1.4)becamemoreapparentwhenallsources ofdatawereusedtogether Althougheachsociogramhadgreaternumbersofisolates(unconnectedpersonnel)thantheinstructionalpracticesnetwork,itisclear thattheinstructionalmembersofthisstaffdoreachouttoeachotherforadvice forimprovementandinnovation.Inaddition,thenumberofisolateswithinany networkcapturedduringthisdatacollectionmostlikelyreflectstheindividuals whodidnotvoluntarilyparticipateinthesurveyorinterviews,orwerenotmentionedwithinsomeoneelse'snetwork.Itisunlikelythatthisstudyaccuratelycapturedthecompletenetworkduetolessthan100%participationinthestudy However,theseresultscangiveinsightintosometrendswithinthenetwork.Forexample, once all data were compiled for the three categories of practice, it became clear that there were only six individuals that presented as isolates in all three sociograms, and five more that presented as isolates within both the improvementandinnovationsociograms.Whileitmaybethattheseisolateindividuals werepartofanetworknotcapturedbythisstudy,theobservations,survey,and interviewsconductedprovidedinformationtopaintapictureoftheopportunities for and operationalization of advice seeking networks within this case setting. Althoughthesevisualizationsofthenetworksarehelpfulinnotingtrendsandpatterns,suchastheprominenceofnonclassroomteachersandadministration,only a deeper conversation with individuals within the network could reveal more aboutteacherperceptionofthesenetworks.Theseperceptionswerecapturedby interviewingteachersprominentwithinthenetworks.
ASynthesisoftheInterviews:
These conversations revealed perceptions of leadership within networks betweenteachers.Dominantthemesaregroupedwithinthisanalysisaroundthe fourconstructsofteacherleadership,professionalnetworks,efficacy,andinnovation. Through the analysis process, it became apparent that the construct of teacherleadershipwassingularlylinkedtotherelationshipswithinnetworksthat exist in this setting. Teacher leadership within professional networks builds a foundationofefficacyforimprovementandinnovation.
ContentAnalysisforTeacherLeadershipandProfessionalNetworks: Teachers' perceptions of leadership and the connections they make with each otherweregroundedintechnicalskill,interpersonalattributes,andaleadership culturewithintheschool.Theteacherssawthemselvesasactorsinasharedpurposeforstudentachievement.
Technical skills - finding what “perks up my teaching ears” Two themes emergedintechnicalskills:experienceandexpertise,andresources.
Experience and expertise. Teachers repeatedly referenced technical expertise and experience when relating why they went to certain individuals for advice: “Yeahshejustsheknowsherstuffandshe'sneverbeenafraidtosharewithher people.” Theyalsoreferenceditwhenexplainingwhytheythoughtothersmight come to them: “I think it's knowledge. I think it's being knowledgeable about what you are preaching to them.” Another teacher stated that when she hears something that “perks up my teaching ears like out there might be good to ask about.” Itisalsoclearbytheirresponsesthattheexpertisecouldcomefromanyone on campus, not just those with specialized roles: “Sometimes it's other teachersevenandso[it'snot]justsomeonewhohasthatcoachingroleoradministrativerole.” Whenasked,“Whatmakesateacherleader?”,oneteacherindicatedthatthisprocessoflearningandsharingasaleaderwasanintegralpartof beingateacher: “Beingknowledgeableandbeingopentolearningnewthings.I thinkit'shardtobeateacherandnotbeopentolearningnewpracticesandlearning--Imean,justbecauseyou'reateacher,you'relearningaswellwiththestudents.”
Resources. Teachersspokeaboutresources.Theircommentswereusuallywas not in reference to having materials as resources, but rather having people as resources.Onenewerteacherstated,“IknowthatIhaveresources,havingaESE SupportFacilitator.” Thisteacherwentontosay,“IthinkI'velearnedfrom[my
principal]touseyourresourcesandshe[theprincipal]isabigresourceforus.” Often these teachers acted as a resource to others. They stated this might be expressed in the form of modeling, and that they have been model teachers, taughtamodellesson,hostedvisitingobserversasamodelclassroom,orhosted an intern.Another teacher felt that modeling professional behaviors as well as instructionalexpertisewasimportantasaleader Onlythencouldsheaskothers toparticipateinaninitiativeoraninnovation:“IjustlikeallofthesethingsIhave to…Ihavetomodelit…Itakeresponsibility…firstandforemost.”
Interpersonal skills – “Walk beside them in the challenge.” Thereweremany referencestotheinterpersonalskillsthatallowthetraitsandcharacteristicsofa leader to shine through – the qualities that drew them to others and that they believeddrewotherstothem.Thesequalitiesstemmedfromexperiencesintheir ownadviceseekingaswellasrespondingtorequestsforadvice.Thesequalities included:havingapositiveattitude,empathy,drive,beingapproachableandcollaborative,demonstratingtrust,showingrespect,andprovidingemotionalsupportandencouragement.
Positivity. Oneteacherdescribeditthisway:“Ithinkpeoplejustputoutenergy AndIthinkyoufeelenergywhenyouwalkintotheroomandyoucantell.” The teachersfeltdrawntootherswholikedbeingteachersattheirschoolandlinked thattoimprovementandtakinginitiativeasaleader Forexample,“Ithinkpeoplewhoseemtogenuinelyenjoytheirjobs,whichismostpeopleIknow,butI thinkpeoplewhoreallyjustenjoywhattheydoare,youknow,moremotivatedto bebetteratit.” Teachersbelievedthathavingapositiveattitudeshowedleadershipbecauseithelpedthewholeteam: “Justbeingopenwithpeoplewhocome toyou ifthey'rehavinganegativeday…totryandspinitpositiveandbring outthegoodpartsofit.”
Drive. Many teachers mentioned having an inner drive to seek out knowledge. Thisdriveismanifestedbydoingresearchandaskingquestionsofothers.This wasalsolinkedtoholdingeachotheraccountable.Afterconductingherownindependentresearch,onenon-classroomteacherstated,“IfIdon'tfinditIseeksomebody out is what I do.” One co-facilitator balanced drive with compassion: “I thinkthemotivationanddriveandthenalsothecompassionbecauseyouhaveto understandwhateveryoneisgoingthroughtomaketheteamworkefficiently.” Thiscombinationofdriveandcompassioncanbemanifestedwithempathy
Empathy,approachability,trust,andrespect.Onecharacteristichighlightedby multipleteacherswasthequalityofempathy Theyrecognizedtheneedforrecognizingthehardworkallteachersdo,andthegoodworkrepresentedbythose nomattertheirroles,position,orresponsibility Oneteacherofferedacontrastto moreauthoritarianapproachestoleadership:
I don't think you have to be authoritativenecessarily to be a good leader I think you have to be understanding. I think you have to be empathetic, becauseIhavebeentherebeforeandIrememberwhen...Ithinkputtingyourself in their position and like what I said, like empathetic, is being a good leader.
Empathy and understanding in turn can result in approachability, trust and respect.
Oneinterventionistreflected,“Idon'tthinkI'mlikethreateningatall…soIthink thatmakesitcomfortableforthemtobevulnerable,likeyouknowwhatImean? It'snotlikejudgy,I'mnotgoingtorunandtellanybody.”
Thetrustandrespectmentionedbyteachersisinanindividualcapacity,between eachother Teachersreferencedanindividual'sabilitytodemonstraterespectand instilltrustinoneanother Althoughultimatelythisimpactsschoolculture,itisa trustthatoriginateswithindividuals,existingwithinbutapartfromschoolstructuresorsupportedbyadministration.Confidentialityiskey OnePLCfacilitator stated, “I just think we really have a cohesive team, like everybody feels um…likewefeellikewhateverhappensonourteam,itstayswithinourteam.” A non-classroomteacherthatmanywithinthenetworksoughtoutforadvicenoted aboutherownperceptionofapproachability,
We'veallbeenthere,soIthinkifyoushareyourstory,you--thepeoplewill seeyou--willseeyouandwhatyoucanhelpthemwithandthatyou'renot theretogetthem,you'retheretohelpthemgrowasateacherandcolleague.
Emotionalsupportandencouragement.Teachersalsoreferencedprovidingcontinuousemotionalsupportandencouragement.Thissupportcanoffsetfeelings ofisolation:“Nobodywantstobethat,bythemselves,inthisprofessionatall.” Theyrecognizedthatteacherleadersneededtobalanceadvicegivingwithcontinuousencouragement:“Ithinkit'ssomebodythat'sgoingtochallengethembut alsowalkbesidetheminthechallenge.”
Collaboration. Collaboration follows approachability, trust, and encouragement. The collaboration teachers mentioned includes having a collaborative spirit,beingwillingtoshareandothersrecognizingthatneedwithinoneselfto share.Onceagain,theseareindividualsspeakingabouttheirrelationships.This isnotaboutformalinstitutionalcollaboration,butanopennesstoshare,thefreedomtoaskquestionsofeachother,andthevulnerabilitythataccompaniesit.One
evenexpressedafeltneedforthiscollaboration:“[Myteammate]pullsthings outofme.”
Culture:
Twothemesemergedinculture:sharedvisionandadministration.
Sharedvision.Componentsoftheculturethatdominateddiscussionsofteacher leadership and professional networks included maintaining a shared vision of high expectations through collaboration. Throughout the course of the interviews, it became apparent that these are tightly connected. One teacher concludedthat,“Doingwhat'sbestforthekids[tiesitalltogether].That'skindoflike ourmottohereofwhat'sbestforkids.”
Administration. Although the study was originally designed to frame teacher leadershipwithinthissettingapartfromadministration,theteachersinterviewed repeatedly came back around to the importance of their administration in their abilitytoexpressteacherleadershipandthefreedomtofocusonleadershipfor instructionalpracticeopenlyandfluidly Oneteacherstated,“Youcouldhavethe bestteachersintheworld,butifyouradministrationisn'ttheretotieitalltogether and lead you in the right direction, then it's not going to go anywhere.” The administrationattemptstoknowthestrengthsoftheirstaffandencouragesindividualstoseekeachotherout:“[Administration]shareswhoisliketheexpertsin thosesortsofthingsorisinnovatingandhasanewapproachtoitsothatwhenwe go to them.” Another teacher observed: “I think that helps [our principal] to knowwhoshecanasktobeleadersinwhataspectbecausesheknowseveryone's personalitysowell.” Thishighlightstheimportanceofnotjustthetrustingrelationshipstheprincipalbuildsindividuallywitheachstaffmember,buttheopportunityforthestafftobuildthesetrustingandrespectfulrelationshipswitheach other Thissymbioticleadershipculturereliesonbothadministrativesupportand teacherleadership.AclassroomteacherwhoisnotaPLCfacilitatorshared:
Weareallleaders,andthateveryonehere,everyday,hasavoice.It'snotjust onepersonontheteamthathasavoice.Everyonehasavoicehere.Andany timethatweeverhaveanissue,weknowthatwecouldbringittoeveryone inthatitwouldbeaddressedandcultivatedtolike,"Let'sfixitandseehow wecangofromthere.
ContentAnalysisforEfficacy:
Celebrations. Teacherleadershipwithintheseprofessionalnetworksreallysets thestagefortheoutcomeofefficacyforimprovementandinnovation.Theteachersreportedthatexperiencingandpubliclycelebratingsuccessledtopositivity andasenseofaccomplishmentandengagement.Theroleofsocialmediaatthis schoolincelebratingsuccesscannotbeignored.Theteachers,nationalconsultants,andprincipalconsistentlytweetpositiveimagesofstudentsandteachersin theclassroomengagedinlearningactivities.Oneteacherobserved:
I feel like it [Twitter] makes them feel positive about what they're doing because then whenever it gets re-tweeted by [admin] or other people out there that it makes them like, "Oh, I guess I am doing something really good."
Engagement. Teachersbelievedtheirengagementmadethemandothersmore likelytopersevere,includingstudents.Aclassroomteacherreflectedthat,“everyoneherehasavoice.” Teachersconnectedtheirvoice,orempowerment,with efficacyforstudentachievement:
Oh,Ithinkit'shuge.Ithinkthateveryonecomingtoworkeverydayknowing that they're doing their best and that everyone here is topnotch that I thinkitbringsout,ineveryone,thattheyaresomebodyandthey'remakinga difference.
Socialmediacanalsoplayapartinengagement.Anotherteacherreflected,“So,I wastweetingitall,andthenIwasgettingallthesepeoplefromwhoknowswhere like,"Howdoyoudothis?”I'lltellyou.ThisiswhatIdo.So,it'sreallyneat.”
ContentAnalysisforInnovation: Itbecameapparentthatinstructionalimprovementandinstructionalinnovation (Woodland,Barry,&Roohr,2014)werecloselylinkedwithintheperceptionsof the teachers. Their responses concerning why they sought out individuals for improvementorinnovationtendedtobeverysimilar.Oftentherationalewassimilar for both, but the circumstances were unique. Improving practice responses revolvedaroundgeneralgrowthorquestionsaroundacontentarea,whileinnovative practice responses tended to center around individual students that presentedauniquechallenge.
Professional growth. Oneintervieweesaidteacherscometoherforinnovation when they “need something extra.”Another referenced the teacher evaluation modelthatutilizedanobservationratingof“Innovating”andsoughtout,orotherssoughtherout,inordertoprepareforachievingthatratingduringanobservation.Whenaskedaboutinnovation,stillanotherstatedshehad“ahardtimedistinguishingbetweenanimprovementandinnovation,”butwentontorelayavarietyofuniquesituationsinwhichsheneededspecializedadvicefromamoreexperiencedpeerconcerningcontentand/orevenparentinteractions.
Inquiry Questionsplayedadistinctrolethroughoutthisstudy,butparticularlyin relation to improvement and innovation. Teachers mentioned feeling comfortableaskingquestionsofeachotherandhavingthedrivetoseekoutanswersto questions.
Networks. The teachers often referred to “my team” as a source of advice in responsetoeffortsforimprovementandinnovation.Membersoftheseteaching teams include fellow same grade level classroom teachers and non classroom teachers such as interventionists and ESE specialists. One teacher noted, “Our readinginterventionteachershe'sprobablymyprimaryresourceformyreading questions.” Oneteacherknowsherfellowteamteacher'sexperienceasacoach helpedprovideexpertise:
“What works best or what do they struggle with you know she's good because she has those years of experience with that and she was our math coachwhenIwasteachingthird,sheknowswherethekidswillstruggle.
Often,however,itisthesharedexperienceofteachingthesamegradelevelunder currentcircumstancesthatpromptsdiscussionandinquiry Thetiesoftheteam are strong when seeking advice: “I would never even thought of leaving the buildingbecauseIfeelliketherearesomanypeoplethatyouknowIgotojuston ourownteam.” However,sometimesthisnetworkcanexpandtothegradelevel aboveorbelow,dependingupontheneed.
DISCUSSION:
The findings reveal interconnected symbiotic relationships that were strengthenedbythecollaborativeactionteacherstooktoseekoutadvice,aswellasthe interactionsastheysharedadviceasaleader.Theactofadvice-seekingandsharing occurred both individually and collectively as they worked within PLCs. TeachersalsotooktheinitiativetoreachouttoindividualsoutsidetheirPLCor gradelevelteamswhenneededwithinacultureofinquiry Thisenvironmentis ripefortheapplicationoftheMCE.Thefollowingdiscussionexemplifiesmany ofthecharacteristicsandconditionssupportingtheuseofcollaborativeevaluationprocesseswithintheschoolsetting,withanemphasisonempoweringteacherswithintheirprofessionalnetworks.
TeacherLeadershipwithinProfessionalNetworks: TeacherleadershipactionsreflectedthosedescribedinFairmanandMackenzie's (2012)SpheresofTeacherLeadership,includingadrivetoseekoutknowledge, researchinformation,reflectuponpractice,andsharetheirlearningwithothers–bothinsideandoutsidetheschool.Teacherresponsesintheinterviewsindicated technical skills, interpersonal skills, and a culture that supports teacher leadership characterized the advice seeking networks for instructional practice revealedintheSocialNetworkAnalysis.
Synthesis of Social Network Analysis. The sociograms created as a result of SNAindicated that instructional support personnel, such as ESE teachers and interventionists,areviewedasprominentsourcesofadvicewithinnetworksfor instructional practice, improvement, and innovation. One category of instructional support personnel is not particularly more prominent than another categoryofsupportpersonnel.“Wecanallbeleadersifwechoose,evenifourcontribution to the relationship looks quite different from somebody else's” (Donaldson,2001,p.153).Formanyoftheseteachers,administrationwasalso viewedasaprominentsourceofadvice.Thismaybeinpartduetothecoaching experience administration has at the school. One of the administrators was a coachattheschoolinvariouscapacitiesandhaddevelopedahistoryofadvice givingwithinthenetwork.ApplyingSNAtothiscasestudypaintedabroaderpictureofthenetworksthatexistthanjustinterviewsalone.Itgaveamorecomplete picture of the spaces, ties, or connections between and among individuals (Donaldson,2007;Tayloretal,2011)thatmakeupthisnetworkforinstructional practice. While collaborative relationships (Szczesiul & Huizenga, 2015) existedwithinthePLC,thesociogramsindicatedthatindividualteacheradvice seekingnetworksexistedbothwithinandbeyondthePLC.
Synthesis of technical skills. Experience,expertise,andbeingaresourcewere dominant themes in why leaders felt people came to them for advice and why theywenttoothersforadvice.Theseeducatorsknowwhomtogotowithintheir buildingbasedongradelevelexperienceorcontentexpertise.Teacherswanted tosharetheirskillsandknowledgewithothers,andtheysoughtoutwaystodo so,suchasmentoring,beingamodelclassroomthatothersvisit,modelingasingle lesson for the PLC, or facilitating school-wide professional development (Cosenza,2015).
Synthesis of interpersonal skills. Theteachersinterviewedsoughtadvicefrom certain individuals because they felt comfortable going to them, and they believedthatotherscametothemforsimilarreasons.Fromtheseteachers'perspectives,positivityandpersonalityplayedakeyroleindefiningwhatmakesa teacher leader Approachability and empathy were valued in combination with theaforementionedtechnicalskills.Theserelationshipswerestrengthenedbya willingness to collaborate and maintain trust (Szczesiul & Huizenga, 2015; Vernon-Dotson&Floyd,2012).Theseteacherssoughttodemonstrateadriveto beabetterteacher,doone'spersonalbest,andemotionallysupportothersintheir effortstodothesame.
Synthesis of culture. Teachersrepeatedlyreferencedmaintaininghighexpectationsforstudentachievementaspartoftheschool'ssharedvision.Thiscreateda felt need for teachers to constantly reflect upon the quality of instruction they wereprovidingstudents.However,thisfeltneedwaspairedwithasharedleadershipculture(Helterbran,2010;Muijs&Harris,2007)thatsupportedandencouragedteacherstoseekeachotheroutforexpertise.Theroleofadministrationin facilitating that culture was often reiterated in the interviews (Affolter & Hoffman,2011;Tayloretal.,2011).Sharedleadershiphasbeendefinedas“principal leadership coupled with teacher leadership” (Helterbran, 2010, p. 365). This fosters a “collegial school culture” (Brosky, 2011, p. 6) in which teachers aremotivatedbythatsharedvisionofstudentsuccesstobothreachoutforandbe willing to offer advice for instructional practice, improvement, and innovation (Frost,2012).Reciprocaltrustandsharedleadershipwerekeytomaintaininga leadershipculture(Beachum&Dentith,2004).
EfficacyforImprovementandInnovation:
Thepervasivemessageconveyedatthisschoolthat“allteachersareleaders”led to increased efficacy (Vernon-Dotson & Floyd, 2012). There was a perception that getting “better” professionally is aligned with “what's best for kids.” The relational and contextual networks that emerged for student success (Smylie, Conley, & Marks, 2011) were visible and explicit Collective efficacy (Moolenaar,Sleegers,&Daly,2012)appearedtobemostevidencedbyteachers' perceptions of the team celebrations of student success, referenced and visualizedwithintheformalPLCsetting.Collectiveteacherefficacyhasbeenlinked with increased levels of teacher leadership (Donohoo, 2018). These positive experiencesincreasedwillingnesstoreachouttoothersinasupportiveway Individualteachersalsofeltsupportedbytheiradministrationwhentheprincipalrecognizedtheirindividualorcollectiveeffortsforinnovativeinstructiononsocial media,whichreachedawideraudience.
IMPLICATIONS:
TeacherLeadership:
Leadershipdescribedwithinthecasestudywasdistributed(Timperley,2005)as theprincipalhasselectedindividualstoheadupspecificinitiatives,suchasthe formal PLC and some school-wide professional development. In addition, administrationhasencouragedindividualstoseekeachotheroutbasedonexperienceorexpertiseforadditionalassistanceordirectiononinstructionalmatters. BushandGlover(2014)linkdistributedleadershipandteacherleadershipwhen sharedvaluesexist.Theseteachersrecognizedeachotherassourcesofinstructionaladvice–eventhosethatmaynothaveaformalleadershiprole.Distributed leadership paired with teacher leadership for shared values produces a perceptionofsharedleadership.Thissharedleadershipstrengthenstheconditionsfor effective application of the MCE. The intersection of collaborative evaluation andnetworkanalysiscanprovideuniqueopportunitiestofurtheramplifyteacher voiceandagencywithintheirprofessionalnetworks.Instructionalsupportpersonnel,ornon-classroomteachers,provedtobeprominentwithinthisschool's professional networks. The MCE along with network analysis provides an opportunitytouncoverandengageallinstructionalpersonnelthatcanbepositioned and supported as resources for the whole school professional network. TeacherleadersasindicatedbySNAandtheirprominenceinthenetworkwould bring strong technical and interpersonal skills to the school improvement and evaluationprocessasCMs.ThecollaborationacrossrolesalsoindicatesanenvironmentsupportstheconditionoftruststrengthenstheapplicationoftheMCE. Inaddition,identifyingsupportpersonnelasprominentinthenetworkindicates thoseindividualscouldbestrongcontributorsasCollaborationMemberswithin theneedsassessmentandongoingimprovementplanning.
InquiryforInnovation:
The nature of innovative practice may be better explained through Timperley, Ell, and LeFave's (2018) concept of adaptive expertise. Adaptive expertise requiresbothadeepunderstandingofthelearnerandherenvironmentaswellas a “deep knowledge base to address specific challenges” (p. 176) within that unique combination of learner and environment. One condition of adaptive expertiseisdeepinquirythatquestionsthestatusquoforstudentlearningwhen changes need to be made. Often, asking questions is just as important as being abletoanswerthem.Thosewhoaresoughtoutforadvicecanequallybeengaged inadviceseeking.Infact,theteachersinterviewedvaluedtheirinquisitiveness andhadadrivetoseekanswers,andtheyindicatedthatdrivewaspartofbeinga leader Theactofaskingaquestioncanopenupnewlinesofinquiry Questions maybekeytoimprovementandinnovation.TheMCEcanhelpguidetheprocess forinquiryandinnovationincollaborativeschoolimprovementplanning.
CONCLUSION:
Theteachersinthisstudylinkedtheiridentityasaleaderstronglywiththecultureofleadership,theexchangeofadvice,andthesharedvaluesofhighexpectationsforthemselvesandtheirstudentsthatexistwithinacollaborativeschoolsetting.Theteachersbelievedtheycouldbeleaderswithinthissettingbecause“we areallleadershere.” Theirresponsesindicatedtheybelievedintheircollective capacity and their trust in and support of each other within professional networks,inordertoaccomplishthesharedmissionofstudentachievement.
This case revealed that non classroom teachers and administration can have a prominent position within patterns of instructional advice-seeking that include both formal PLC structures and more informal self-selected opportunities for
exchanging advice. Non classroom teachers believed that their ability to emotionallysupportand“walkbeside”teachersinthechallengetoimproveinstructionwasakeyelementintheirroleasaleader Socialnetworkanalysisofcombined network data (observational, survey, interview), as well as teacher interviewcomments,alsorevealedthattheschool'sadministrationplayedasignificantrolewithinnetworksforimprovementandinnovation.Thisprominentpositionofadministrationreinforcestheinfluenceschoolleaderscanhaveforbuildingaculturethathasthepotentialtoimpactinstructionalpracticesforimprovementandinnovationattheirschools.TheMCEcanhelpguidethesesynergetic relationships characterized by active, on-going communication (RodríguezCampos, 2012) within the school improvement process to conduct a needs assessment that more accurately identify the conditions for improvement. Collaborativeevaluationiseasilyembeddedwithinexistingschooldynamicswhen teachers and administrators have an established working relationship based on opencommunication,trustandasharedmoralprupose.Together,administration andteacherscancreateasynergetic,valuesdrivenrelationshipofsharedleadershipthatbuildscollectiveefficacyforstudentachievement.
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APPENDIX
