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ERIC Number: EJ1083451
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0260-7476
The Contribution of Teacher Effectiveness Maps and the TACTICS Framework to Teacher Leader Professional Learning
O'Meara, James G.; Whiting, Sarah; Steele-Maley, Thomas
Journal of Education for Teaching: International Research and Pedagogy, v41 n5 p529-540 2015
Improving the quality of learning outcomes for all learners represents a major target for the organisers of the 2015 World Education Forum in Korea. Enhancing the effectiveness of what teachers do in the classrooms is a key strategy for reaching this target. This paper seeks to provide some insights into the use of Teacher Effectiveness Maps (TEMs) and the associated targeting, analysing, contextualising, translating, interpreting, changing, suggesting (TACTICS) framework as strategies for educators and governments seeking to document the nature and impact of professional learning activities for improving the quality of learning outcomes for all learners. The USA's concept of "Teacher Leader" and principles teacher professional learning provide a conceptual lens for interpreting the impact of using these strategies. Despite the limitations of a pilot size of two, the results offer some useful insights about designing and documenting teacher leader professional learning activities for improving the quality of learning outcomes for all learners. The authors identify the integration of collaborative teacher leader professional learning and the use of TEMs as promising practices for improving the quality of learning for all learner in the post-2015 era among the benefits linked to this research agenda.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; United States