Strengthening a Teacher Leadership Team by Understanding the Team’s Knowledge Boundaries (Poster 34)

• In Event: Thursday Poster Session 9:00 am
  In Poster Session: Strengthening Leadership Pipelines and Considering Teacher and District Leaders’ Perspectives of Improvement Initiatives

Abstract

Teacher leadership teams (TLTs) play crucial roles in enhancing school improvement to serve for diverse population of students. Importantly, scholarship maintains that understanding knowledge boundaries (KBs) is central and essential to supporting cross-boundary teams, including TLTs, wherein members from divergent functional/demographic backgrounds work together to accomplish shared goals and tasks. Yet, few studies focus directly on KBs in the context of TLTs. Therefore, for this research, we explored one TLT’s KBs in depth. We found three types of challenging situations—wherein one TLT faced various KBs—and KBs in each CS indicate TLT members’ knowledge differences to be crossed in order to accomplish their leadership work for the school initiative of improving academic achievement of their students with diverse populations.

Authors

• Hyunjin Choi, Teachers College, Columbia University

• Eleanor E. Drago-Severson, Teachers College, Columbia University