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W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2020 Teacher Leadership: A District's Human Capital Investment Approach For Elevating Professional Learning Milagros Gonzalez William & Mary - School of Education, mgonzalez5@dadeschools.net Follow this and additional works at: https://scholarworks.edu/etd Part of the Education Commons Recommended Citation Gonzalez, Milagros, "Teacher Leadership: A District's Human Capital Investment Approach For Elevating Professional Learning" (2020). Dissertations, Theses, and Masters Projects.25774/w4-p1mq-q402 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact scholarworks@wm.

TEACHER LEADERSHIP: A DISTRICT’S HUMAN CAPITAL INVESTMENT APPROACH FOR ELEVATING PROFESSIONAL LEARNING A Dissertation Presented to the The Faculty of the School of Education The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Milagros Gonzalez March 2020 TEACHER LEADERSHIP: A DISTRICT’S HUMAN CAPITAL INVESTMENT APPROACH FOR ELEVATING PROFESSIONAL LEARNING By Milagros Gonzalez Approved March 2020 by STEVEN M. Committee Member MARGARET E. Committee Member CHRISTOPHER R. Chairperson of Doctoral Committee This dissertation was completed in fulfillment of the culminating group research project in compliance with the requirements of the Executive Ed.

program in Educational Policy, Planning, and Leadership at the College of William and Mary. By Milagros Gonzalez Carmen S. Goldfarb DEDICATION Carmen S. Concepción I am filled with gratitude to Miami-Dade County Public Schools and the College of William and Mary for the opportunity to grow as an educational leader.

My gratitude extends to Mr. Rouben Yaghdjian, Dr. Margaret Constantino and Dr. James Stronge who supported this project from the onset.

To my friends and dissertation partners, Tricia, Milly, and Alexa, this journey would not have been possible without each of you. I dedicate my dissertation to my family and many friends, my most valuable treasure. Isela, your guidance has been invaluable. A special feeling of gratitude to my family, your faith in me has pushed me to always persevere.

I could never let you down! Para ti mami, por siempre creer y confiar en mi. Para ti papi, tu ejemplo y tenacidad han sido un gran ejemplo a seguir. A mis suegros, Cary y El Galle, por su apoyo incondicional, muchos de mis logros se los debo a ustedes. To my sister Patricia, and my brothers Ariel and Alejandro, the greatest gift our parents ever gave me.

You are a pillar of strength in my life. I also dedicate this work to my husband, Roberto, who one day promised he would always support me through my studies. I am sure you never realized I would not stop until I reached this summit. You have always been a constant source of love and encouragement.

To my sons, Robert, Carlos and Tommy, you are my world. You have taught me of my capacity to love, to experience life in its most meaningful way, and to open my heart wide enough to let all those joyful feelings inside. I am a better educator, mother, and human being because of you. Fernandez After I finished my Masters’ degree, I knew I wanted to pursue a doctoral degree but in true form, life gets in the way and it got pushed to the back burner.

As I got older, I regretted not pursuing this lifelong goal. When the opportunity presented itself to participate in the Miami-Dade County Public Schools and the College of William and Mary doctoral program, I knew I wanted to be part of this amazing project. I am grateful to Miami-Dade County Public Schools and the College of William and Mary for this experience. Through this work I have developed relationships and friendships with my cohort colleagues.

I am thankful to my dissertation colleagues, Alexa, Carmen and Milly. Working with each of you on this project allowed me to grow personally and professionally, you often challenged my thinking and beliefs. I am grateful to each of you. I dedicate my dissertation work to my loving family and friends.

On more than one occasion you’ve heard me say, “I can’t,” “not now,” “I have research to do,” and the litany of phrases goes on and on. To my husband Ivan, you are my best friend and my soulmate, words cannot express my gratitude and love for you as you stood by my side during this journey. To our children and their spouses, Michael, Lauren, Meredith and Bruno, Joseph and Janet, thank you for always encouraging me and being my greatest cheerleader. ii Alexandra Goldfarb My wholehearted gratitude goes to Miami-Dade County Public Schools and the College of William and Mary for the opportunity to embark on this journey.

It is my privilege to thank my colleagues and friends, Carmen, Tricia, and Milly, for sharing their knowledge, time, and dedication, for only together, this undertaking was possible. With boundless love and appreciation, I dedicate this dissertation to the strong women in my life. To my mother, Rosy, whose unconditional love, support, and wisdom I could always count on. To my sister, Ani, who instilled a sense of belief in my ability to balance the many demands I encountered and had faith in me, even when I doubted myself.

To Margie, my mother-in-law, who encouraged me to pursue this doctorate degree despite the naysayers. To Tessie, whose spirit and energy cheered me on. Most of all to my daughter, Giuliana, at your young age, you’re already a pillar of strength and my inspiration to see this journey to the finish line. I strive to be an example for you and make you proud.

You can accomplish anything you set your mind to. Always chase your dreams! It must be acknowledged that my humble efforts are also a result of the influential men in my life. My father, Wilson, who provided the foundation of my determination and perseverance. To Alan, my father-in-law, whose positive influence and affection are immeasurable.

My deep appreciation and indebtedness go to my husband, Michael, you are my rock. Thank you for being a constant source of support and encouragement throughout the challenges of this journey and life. Love you to heaven and back! iii Milagros Gonzalez I am grateful to Miami-Dade County Public Schools and the College of William and Mary for the opportunity to fulfill a life-long dream I did not think was attainable. My heart is filled with gratitude for my friends and colleagues, Alexa, Carmen, and Tricia without whose unwavering support over the past year, I could not have persevered.

I dedicate this dissertation to my loving and supportive family and friends who shower me with unconditional love every day. A special heartfelt thank you to my sister, Pily, brother-in-law, Manolo, nieces, Pilar Maria, Elizabeth, and Christy, and nephews, Manny and Ben who have always supported and believed in me. Your belief in me has given me the strength to continue to grow as a mother, daughter, sister, friend, colleague, leader, and educator. I dedicate this journey to my hero, my father, who once asked me to promise him I would pursue a doctoral degree.

Pipo, te doy las gracias por todos tus sacrificios, por nunca fallarme y siempre creer en mi. Aquí te cumplo la promesa de ver a tu hija graduada de doctora. Gracias a ti y a mima yo soy la mujer que soy hoy dia. Sin el amor y apoyo de ustedes yo nunca hubiera podido lograr todo lo que he logrado.

Mima, tu eres mi fuerza y mi corazón. To my daughters, Andrea and Gabriela, you are my world. Words cannot express my love for you, and I thank God every day for the gift of being your mother. I hope this dissertation serves to prove to you that you can do anything you set your heart and mind to do no matter the obstacles that may stand in your way.

Thank you for encouraging me every time I doubted myself by saying, “Mama, you got this!”. iv Table of Contents Table of Contents. xii List of Tables. xiii List of Figures.

xvi Chapter 1: Introduction .3 Context for the Study .5 Description of the Program .5 Logic Model for the Study .15 Significance of the Study .16 Definition of Terms.21 Chapter 2: Review of Related Literature .26 Defining Teacher Leadership .27 Teachers Evolving as Teacher Leaders .29 Teacher Leaders’ Role in Professional Learning .34 Current Policies and Guidelines in Support of Teacher Leadership .38 Barriers to Teacher Leadership and Conditions that Support Teacher Leadership .40 Barriers to Teacher Leadership .41 v Conditions that Support Teacher Leadership .41 Retaining Quality Teacher Leaders .43 Fidelity of Implementation .55 Innovation Configuration Map .60 Innovation Configuration Map Data Collection .61 Perception Survey Data Collection .62 Focus Group Data Collection.64 Evaluation Question One .64 Evaluation Question Two .65 Evaluation Question Three .65 Evaluation Question Four .75 Delimitations, Limitations, Assumptions .76 Fidelity of Implementation of Key Components of the M-DCPS TLA .76 Fidelity of Implementation and Cohort Status .81 Fidelity of Implementation and School Level Configuration Status .82 Fidelity of Implementation and School Tier Status .85 Value of the M-DCPS TLA in Terms of Improving Teacher Leaders’ Capacity To Lead Professional Learning .85 Descriptive Statistics Results .103 Impact of Participating in the M-DCPS TLA on Teacher Leaders’ Preparedness in Supporting Teachers’ Effectiveness .103 Focus Group Results .105 Theme One: Teacher Leaders’ Perceptions Regarding Their Ability to Differentiate Professional Learning Opportunities .109 Theme Two: Teacher Leaders’ Perceptions Regarding Their Ability to Plan vii Collaborative Professional Learning Experiences .110 Theme Three: Teacher Leaders’ Perceptions Regarding Lack of Resources to Support Professional Learning.111 School Level Configuration Theme: Teacher Leaders Provide Informal Feedback to Colleagues .112 School Tier Theme: Teacher Leaders Use Data to Plan, Develop, Deliver and Evaluate Professional Learning .113 Level of Fidelity Theme: Teacher Leaders’ Ability to Use Technology to Support Professional Learning Experiences .120 Impact of the M-DCPS TLA on Teacher Leaders’ Decision to Remain as Classroom Teachers .120 Focus Group Results .120 Theme One: Teacher Leaders Perceptions Regarding Supportive Social Norms and Working Conditions .123 Theme Two: Teacher Leaders’ Perceptions Regarding System-Wide Orientation Towards Inquiry and Risk-Taking Learning .124 Theme Three: Teacher Leaders’ Perceptions on the Structures that Enable Collaboration.129 Discussion of Findings.129 viii Evaluation Question #1 .138 Implications for Policy and Practice .141 Building Administrators, Teacher Leaders, and Teachers’ Perceptions of the Fidelity of Implementation of the Key Components of the M-DCPS TLA .144 Building Administrators, Teacher Leaders, and Teachers’ Perceptions on the Value of the M-DCPS TLA Teacher Leader Roles in Terms of Improving Teacher Leaders’ Capacity to Lead Professional Learning .145 Building Administrators, Teacher Leaders, and Teachers’ Perceptions on the Value of the M-DCPS TLA Teacher Leader Model Standards in Terms of Improving Teacher Leader Capacity to Lead Professional Learning .147 Teacher Leaders’ Perceptions Regarding Their Ability to Differentiate Professional Learning Opportunities and Plan Collaborative Professional Learning Experiences for Their Colleagues .148 Teacher Leaders’ Perceptions Regarding the Lack of Resources to Support Professional Learning .150 Teacher Leaders Provide Informal Feedback to Colleagues .151 Teacher Leaders’ Perceptions on Their Decision to Remain in the Classroom Based on Their Participation in the M-DCPS TLA .152 Recommendations for Future Research .155 Chapter 6: Professional Reflection .172 Appendix A: M-DCPS Framework of Effective Instruction .176 Appendix B: M-DCPS TLA Millennial Access Platform .177 Appendix C: M-DCPS TLA Foundational Course – Sample Agenda .180 Appendix D: M-DCPS TLA Teacher Leader Roles .181 Appendix E: M-DCPS TLA Components .182 Appendix F: Innovation Configuration Map (IC Map) .186 Appendix G: IC Map Administered through Survey Monkey.190 Appendix H: Perception Survey Invitation Email .197 Appendix I: Perception Survey Administered through Survey Monkey .198 x Appendix J: Focus Group Invitation Email .202 Appendix K: Consent Form .203 Appendix L: M-DCPS TLA Interview Protocol.205 Appendix M: A Priori Codes for Focus Group Interview Responses .