The beliefs and related practices of effective teacher leaders who support culturally and linguistically diverse learners

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BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

1

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

WHO
SUPPORT
CULTURALLY
AND
LINGUISTICALLY
DIVERSE
LEARNERS

by

Esther
Songyi
Jang-‐Tamanaha

A
Dissertation
Presented
to
the

FACULTY
OF
THE
USC
ROSSIER
SCHOOL
OF
EDUCATION

UNIVERSITY
OF
SOUTHERN
CALIFORNIA

In
Partial
Fulfillment
of
the

Requirements
for
the
Degree

DOCTOR
OF
EDUCATION

May
2014

Copyright
2014
Esther
S.
Jang-‐Tamanaha

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

2

DEDICATION

This
is
dedicated
to
my
parents

for
instilling
in
me
an
infinite
passion
for
learning.

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

3

ACKNOWLEDGEMENTS

First
and
foremost,
I
am
grateful
for
my
husband,
Wesley
Tamanaha,
for
his
support

through
this
journey
and
any
future
adventures
we
may
encounter.

To
my
chair,
Dr.
Margo
Pensavalle,
and
committee
members,
Dr.
Pat
Gallagher
and

Dr.
Paula
Carbone,
I
extend
my
sincere
appreciation
for
their
knowledge,
guidance,
and

time.

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

4

TABLE
OF
CONTENTS

List
of
Tables
6

List
of
Figures
7

Abstract
8

Chapter
One:
Overview
Of
The
Study
9

Introduction
of
the
Problem
9

Background
of
the
Problem
10

Statement
of
the
Problem
15

Purpose
of
the
Study
16

Research
Questions
17

Importance
of
the
Study
17

Theoretical
Foundations
18

Limitations
and
Delimitations
19

Summary
21

Chapter
Two:
Literature
Review
25

Introduction
25

Theoretical
Foundations
25

Sociocultural
Learning
Theory
25

Transformative
Leadership
27

English
Learners
29

Teachers
of
Culturally
and
Linguistically
Diverse
Students
33

Impact
of
Beliefs
on
Teaching
35

Construction
of
Beliefs
41

Changing
Belief
Systems
45

Positive
Beliefs
54

Teaching
Culturally
and
Linguistically
Diverse
Students
57

The
Role
of
Effective
Teacher
Leaders
61

Summary
71

Chapter
Three:
Methodology
74

Introduction
74

Overview
of
Methods
76

Sample
and
Population
78

Instrumentation
80

Data
Collection
84

Validity
86

Data
Analysis
87

Surveys
87

Personal
and
Professional
Beliefs
about
Diversity
Survey
88

Observation
89

Interview
89

Summary
90

Chapter
Four:
The
Findings
91

Introduction
91

Teacher
Leadership
Survey
93

The
Beliefs
Survey
93

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

5

Research
Question
One
94

Surveys
95

Observations
97

Interviews
105

Data
Analysis:
Research
Question
One
112

Research
Question
Two
118

Observations
118

Interviews
124

Data
Analysis:
Research
Question
Two
129

Summary
134

Chapter
Five:
Conclusion
136

Introduction
136

Summary
of
Findings
136

Finding
1:
Teacher
leaders
are
not
defined
by
explicit
titles
137

Finding
2:
Teacher
leader
beliefs
are
transparent
in
their
actions
138

Finding
3:
Teacher
leaders
with
positive
beliefs
have
positive

perception
of
students
139

Finding
4:
Teacher
leaders
with
positive
beliefs
take
actions
to
support

other
teachers
140

Finding
5:
Teacher
leaders
with
positive
beliefs
have
a
vision
for
the
school
141

Implications
for
Practice
142

Implications
for
Teacher
Education
Programs
143

Implications
for
the
Field
of
Teacher
Leadership
144

Limitations
145

Suggestions
for
Future
Research
145

Conclusion
146

References
148

Appendix
A
157

Appendix
B
158

Appendix
C
160

Appendix
D
162

Appendix
E
163

Appendix
F
164

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

6

LIST
OF
TABLES

Table
1:
California
Standardized
Testing
Results
for
2011-‐12
10

Table
2:
Comparison
of
Quantitative
and
Qualitative
Conceptions
40

Table
3:
Literature
Review
Chart
69

Table
4:
Overview
of
Methodology
77

Table
5:
Academic
Performance
Index
(API)
School
Results
for
2011-‐12
79

Table
6:
Adequate
Yearly
Progress
(AYP)
Growth
Report
for
2011-‐12
79

Table
7:
Overview
of
Data
Collection
86

Table
8:
Summary
of
Methodology
92

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

7

LIST
OF
FIGURES

Figure
1:
A
Design
Map
for
a
Study
of
Teacher
Leader
Beliefs
75

Figure
2:
Student
Enrollment
Demographic
Profile
2011-‐12
78

Figure
3:
Beliefs
Survey
Range
Scores
94

Figure
4:
Participants’
Beliefs
Survey
Item
Analysis
95

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

8

Abstract

As
California
classrooms
grow
more
and
more
diverse,
there
is
a
strong
need
for

teachers
to
understand
the
cultural
and
language
differences
that
may
have
an
impact
on

students’
learning.
A
learner’s
culture
and
language
can
be
an
asset
to
learning.
It
is
critical

for
teachers
to
utilize
diversity
to
drive
curriculum
and
pedagogy,
instead
of
viewing

differences
as
a
deficit.
Teacher
leaders,
more
than
formal
administrators,
can
provide

meaningful
and
relevant
support
to
classroom
teachers
and
may
be
able
to
positively

influence
teacher
growth
and
change
(Mansfeld
&
Volet,
2010).

This
study
used
surveys,
interviews,
and
observations
to
identify
the
beliefs
of

teacher
leaders
as
well
as
their
positive
actions
in
supporting
classroom
teachers
who

teach
culturally
and
linguistically
diverse
students.
This
research
identified
teacher
leaders

with
or
without
formal
titles
and
their
beliefs
toward
diversity.
Teacher
leaders
with

positive
beliefs
were
identified,
and
their
actions
were
analyzed
in
order
to
examine
the

positive
actions
of
effective
teacher
leaders.
The
findings
of
this
research
can
substantiate

the
importance
of
beliefs,
especially
in
teacher
education
programs.
This
study
has
possible

implications
for
professionalizing
teacher
leadership
through
doctoral
programs
and/or

licensure
opportunities.

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

9

CHAPTER
ONE:
OVERVIEW
OF
THE
STUDY

“People
generally
see
what
they
look
for,
and
hear
what
they
listen
for.”

(Harper
Lee,
To
Kill
a
Mockingbird)

Introduction
of
the
Problem

A
significant
achievement
gap
persists
between
English
learners
and
fluent
speakers

throughout
California
high
schools
(Gandara
&
Rumberger,
2009;
Garcia,
2002).
Teacher

effectiveness
has
shown
to
be
one
of
the
strongest
indicators
of
student
success
(Darling-‐
Hammond,
2007),
especially
with
students
who
are
culturally
and
linguistically
diverse

(Cochran-‐Smith
&
Lytle,
1992).
Research
evidences
that,
in
order
for
teachers
to
support

diverse
populations,
they
need
a
strong
combination
of
content-‐knowledge,
refined

pedagogical
skills,
and
a
profound
appreciation
for
diversity
(Swartz,
2003).
Teachers
need

to
develop
a
complex
and
sophisticated
knowledge
of
schooling
in
a
democratic
society

(Banks,
1991;
Kincheloe,
2004),
become
knowledge
producers
instead
of
mere
passive

recipients
of
facts,
and
indulge
in
the
journey
of
being
life-‐long
learners
(Kincheloe,
2004;

Swartz,
2003;).

For
teachers
to
become
professionally
sophisticated,
teacher
leaders
need
to

provide
a
supportive
climate.
Through
either
formal
or
informal
leadership
roles,
teacher

leaders
mentor
new
and
experienced
teachers
to
help
them
gain
the
pedagogical

sophistication
needed
to
teach
all
learners
(Lieberman
&
Miller,
1995;
Swartz,
2003).
They

also
guide
teachers
through
personal
and
professional
development
(Banks,
1991)
so

teachers
can
develop
a
genuine
understanding
of
the
cultural
influences
and
inequities
in

the
education
system

(Gay,
2010).
Teacher
leaders
advocate
for
English
learners
by

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

10

ensuring
that
all
teachers
deliver
equitable
and
effective
education
(Theoharis
&
O’Toole,

2011).

Background
of
the
Problem

As
of
2012,
85%
English
learners
in
the
California
public
school
system
were

Hispanic,
which
makes
Spanish
the
dominant
second
language
(Rueda
&
Stillman,
2012).

Non-‐native
speakers
are
projected
to
be
the
prevalent
demographic.
In
the
next
two

decades,
70%
of
the
students
will
be
non-‐white/Hispanic
while
30%
is
predicted
to
be

white
(Garcia,
2002).
Accountability
measures
have
drawn
national
attention
to
the
topic
of

English
learners
(Hopkins,
Thompson,
Linquanti,
Hakuta,
&
August,
2013;
Rueda
&

Stillman,
2012).
Stakeholders
and
policy
makers
have
an
increased
awareness
of
English

learners’
language
needs
and
the
need
for
“access
to
high
quality
curriculum,
effective

instructional
practices
and
teachers,
and
supportive
schools
environments”

(Hopkins

et

al.,
2013).
However,
data
indicates
that
English
learners
continue
to
struggle
academically

(Debach
&
Callahan,
2011).

Table
1

California
Standardized
Testing
Results
for
2011-‐12

Measurement
White
Asian
Hispanic
English

Learners

API*
816
875
700
649

AYP**
74%
80%
46.9%
40.6%

Graduation
86%
90%
71%
61%

Note:
*Academic
Performance
Index,
score
ranges
from
200-‐1000.

**
Annual
Yearly
Progress,
scores
here
reflection
growth
percentage.

Table
1
illustrates
the
significant
achievement
gap
between
English
learner

subgroups
and
other
subgroups
according
to
state
accountability
measures.
For
the
2011-‐
THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

11

12
school
year,
the
Academic
Performance
Index
(API)
report
states
the
ELs
score
at
649

while
the
White
subgroup
scored
816
and
the
Asian
subgroup
scored
at
875.
For
the

Adequate
Yearly
Progress
(AYP)
measure,
factors
such
as
the
California
High
School
Exit

Exam
(CAHSEE)
profiency
score
and
graduation
rate
are
considered.
California
established

78%
to
be
the
indicator
for
CAHSEE
proficiency.
On
that
measure,
74%
of
the

White/Caucasian
subgroup
population
was
proficient,
as
was
80%
of
the
Asian
subgroup

and
40%
of
ELs.
For
the
graduating
class
of
2012,
85%
of
the
white
subgroup,
90%
of
the

Asian
subgroup,
and
60%
of
the
EL
subgroup
graduated
on
time
(California
Department
of

Education,
2012).
This
demonstrates
a
significant
achievement
gap
between
ELs
and
other

student
populations.

A
longitudinal
study
of
English
learners
placed
in
the
EL
program
indicates
that

English
learners
do
not
receive
proper
language
acquisition
courses,
lack
access
to
content-‐
area
courses,
or
have
limited
resources
and
support
systems
(Gandara
&
Rumberger,
2009;

Rumberger
&
Gandara,
2004).
Through
state
accountability
tests
and
course
placements,

English
learners
are
subtly
tracked
and
placed
in
remedial
courses
with
other
ELs,

deterring
them
from
college-‐readiness
(Debach
&
Callahan,
2011;
Gandara
&
Rumberger,

2009;Rumberger
&
Gandara,
2004).

Newcomers
without
adequate
support
fail
to
progress
academically.
Due
to
lack
of

language
acquisition
and/or
inadequate
college
credits,
if
a
student
is
identified
and
placed

in
the
English
learner
program
late
in
his/her
academic
career,
s/he
will
be
less
on
track

for
college
(Finkeltstein,
Huang,
&
Fong,
2009).
If
the
student
was
identified
early
in
the

ninth-‐grade
year,
the
data
showed
69%
were
off-‐track;
of
students
identified
later
(10
th
-‐
THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

12

12
th

grade),
84%
were
off
track
in
going
to
college.
In
the
end,
only
about
8%
of
the
EL

population
was
on-‐track
for
college
(Finkelstein
et
al.,
2009;
Olsen,
2010).

Just
as
detrimental
are
the
effects
of
being
in
the
English
learner
program
for
several

consecutive
years.
EL
students
placed
in
the
program
for
over
six
years
had
high
academic

achievement
gaps,
high
drop-‐out
rates,
and
were
off-‐track
for
college
(Gandara
&

Rumberger,
2007;
Olsen,
2010).
Long-‐Term
English
Learners
(L-‐TELs)
may
enter

secondary
school
having
been
placed
in
the
English
learner
program
for
their
entire

academic
life,
without
adequate
language
acquisition,
a
lack
of
exposure
to
rigorous

content,
and
limited
social
exposure
to
native
speakers
(Olsen,
2010).
L-‐TELs
may
have

been
persistently
socially
segregated
and
linguistically
isolated,
leaving
them
“struggling

without
support
to
understand
what
is
being
taught
in
a
language
they
have
not
mastered”

(Olsen,
2010,
p.
21).
State
scores
indicated
that
74%
of
L-‐TELs
are
below
or
far
below
basic

in
math
and
78%
in
Language
arts
(p.
21).
L-‐TELs
feel
a
constant
failure
and
begin
to

exhibit
a
disinterest
and
discouragement
in
school,
become
passive
or
even
invisible,
and

are
ready
to
dropout
(Olsen,
2010).

Darling-‐Hammond
(2007),
Gandara
and
Rumberger
(2009),
and
Olsen
(2010)

attribute
part
of
the
achievement
gap
of
English
learners
to
ineffective
teachers.
Much

research
criticized
the
lack
of
experienced
teachers
who
serve
the
EL
population
(Darling-‐
Hammond,
2007;
Zeichner,
2003);
however,
the
problem
of
ineffective
teachers
is
more

complex
than
years
of
experience.
Teachers
need
to
become
culturally
and
linguistically

responsive
and
“need
to
become
knowledgeable
about
the
relationship
between
culture,

teaching,
and
learning,
in
all
academic
areas”
(Rueda
&
Stillman,
2012,
p.
250).

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

13

English
learners
may
have
negative
stigma
due
to
their
low
academic
record
and

poor
test
scores
(Mirci,
Loomis,
&
Hensley,
2011;
Olsen,
2010),
and

“sometimes
[a]
subtle

and
not
so
subtle
form
of
social
injustice
is
evidenced
by
teachers
who
have
low

expectations
of
students’
intellectual,
social,
emotional,
and
ethical
success
in
schooling”

(Mirci

et
al.,
2011,
p.
58).
Research
shows
that
teachers
have
different
expectations
of

different
students,
and
these
expectations
are
externalized
through
their
actions
and

interactions
with
students
(Mirci

et
al.,
2011).
Teachers
with
low
expectations
begin
to

blame
the
students,
their
families,
and
constitute
their
academic
performance
to
their

inability
to
learn.

Teachers’
low
expectations
stem
from
a
deficit-‐perspective
(Banks,
1991)
that
is
a

product
of
their
personal
background
and
prior
experiences
(Dedeoglu
&
Lamme,
2011;

Garmon,
2004;
Haberman,
2011;
Sanger
&
Osguthorpe,
2010)
set
early
in
life
(Pajares,

1992).
Deficit-‐minded
thinking
is
an
“ideology
that
some
students
will
succeed,
others
will

fail,
and
failure
is
the
result
of
deficiencies
in
the
students”
(Mirci

et
al.,
2011).
Teachers
at

all
developmental
stages
may
view
diverse
populations
with
a
limited,
deficit
point-‐of-‐view

(Banks,
1991)
that
is
mistakenly
constructed
through
prior
knowledge,
family,
or
media

(Sanger
&
Osguthorpe,
2010;
Swartz,
2003).
As
a
consequence,
teachers
choose
curriculum,

instructional
practices,
and
relationships
through
a
deficit
cognitive
frame
(Banks,
1991).

When
students
fail
to
meet
the
academic
standards,
teacher’s
self-‐efficacy
becomes

damaged,
leaving
the
teacher
feeling
unsuccessful
(Bandura,
1977).
Instead
of
looking
for

different
solutions
to
support
the
students’
needs,
teachers
use
beliefs
and
perceptions
to

make
biased
judgments
about
the
students
and
their
ability
(Mirci
et
al.,
2011;
Ozgun-‐Koca

&
Sen,
2006

et
al).
While
working
with
English
learners,
the
teacher
may
not
see
the

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

14

student’s
language
as
an
asset
to
build
new
knowledge
and
experience
around,
but
rather

as
a
disability
and
hindrance
to
their
learning
(Mirci
et
al.,
2011;
Rueda
&
Stillman,
2012;

Theoharis
&
O’Toole,
2011).

Review
of
teacher
preparation
programs
indicates
a
lack
of
effective

implementation
of
a
multicultural
curriculum
that
challenges
pre-‐service
teachers’
deficit-‐
minded
perspectives
(Cochran-‐Smith,
Shakman,
Jong,
Terrel,
Barnatt,
&
McQuillan,
2009).

Much
of
the
focus
in
teacher
preparation
has
been
on
curriculum,
pedagogy,
or
theory

(Debach
&
Callahan,
2011;
Zeichner,
2003).
References
to
diverse
learners
are
often

aligned
to
pedagogy
or
theory.
Very
limited
analysis
of
the
teachers’
beliefs
currently
exists

for
pre-‐service
or
in-‐service
teachers
(Hachfeld,
Hahn,
Schroeder,
Anders,
Stanat
&
Kunter,

2011;
Sanger
&
Osguthorpe,
2010;
Swartz,
2003).

Teacher
leaders
have
had
a
positive
effect
on
increasing
classroom
teacher
efficacy

and
effectiveness
in
understanding
and
teaching
students
with
cultural
and/or
linguistic

diversity
(Mansfeld
&
Volet,
2010;
Thoonen,
et.
al,
2011).
Research
suggests
that
teacher

leaders
are
the
best
agents
to
engage
pre-‐
or
in-‐service
teachers
through
a
process
of

reflection
and
inquiry
in
identifying
their
own
beliefs
about
teaching
and
learning
and

possible
preconceptions
about
certain
students’
cognitive
abilities.
Effective
teacher

leaders
use
research
to
inform
practice
(Cochran-‐Smith
&
Lytle,
1992),
learn
about

teaching
from
real
teaching
(Cochran-‐Smith
&
Lytle,
1999),
and
guide
colleagues
through
a

process
of
inquiry
(Cochran-‐Smith
&
Lytle,
1999)
and
the
reflective
cycle
(Rodgers,
2002)

in
order
to
increase
teachers’
ability
to
support
students’
diverse
needs
in
the
classroom.

However,
there
is
little
literature
identifying
who
becomes
a
teacher
leader,
how
they
come

into
this
position,
and
the
teacher
leaders’
reason
for
stepping
into
these
leadership
roles.

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What
is
more
ambiguous
is
what
teacher
leaders
actually
believe
about
the
teaching

profession,
other
teachers,
specific
student
populations,
and
how
these
beliefs
translate

into
actions
in
their
leadership
roles.
Understanding
these
characteristics
would
promote

the
preparation
and
choice
of
effective
teacher
leaders.

Statement
of
the
Problem

Beliefs
significantly
affect
teachers’
actions
and
decisions
in
the
classroom
and

influence
their
relationship
with
students
(Morris,
2008).
Teachers’
negative
beliefs
about

culturally
and
linguistically
diverse
students
are
further
perpetuated
when
the
adverse

perceptions
are
not
challenged
(Darling-‐Hammond
&
Baratz-‐Snowden,
2007;
Pajares,

1992),
translating
negative
beliefs
into
actions
that
are
detrimental
to
students’
learning

(Gay,
2010).
Because
of
this
strong
correlation,
teachers’
beliefs
need
to
be
examined
early

on
(Mansfield
&
Volet,
2010;
Peterson,
Screiber,
&
Moss,
2011)
so
that
teachers
can

understand
their
part
in
the
construction
of
their
own
knowledge
as
well
as
that
of
their

students
(Tanase
&
Wang,
2010).

Teacher
leaders
can
help
other
teachers
examine
their
own
belief
system
by
helping

their
colleagues
critically
analyze
personal
experiences
and
biases
that
may
negatively

affect
their
teaching
practices
(Mansfield
&
Volet,
2010).
Teacher
leaders
support
peers
in

addressing
their
belief
systems
by
guiding
them
through
a
process
of
inquiry
(Garmon,

2010;
Lieberman
&
Pointer-‐Mace,
2009;
Peterson,
Screiber,
&
Moss,
2011),
diversity

development,
and
appreciation
for
multiculturalism
(Akiba,
2011;
Bennett,
2001;
Gay,

2010).

Since
teacher
effectiveness
and
quality
is
improved
through
positive
working

relationship
with
teacher
leaders
(Mansfeld
&
Volet,
2010;
Thoonen,
et.
al,
2011),
it
is
most

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crucial
to
know
the
qualities
of
effective
teacher
leaders.
There
is
a
lack
of
awareness

concerning
who
becomes
a
teacher
leader,
what
they
believe
about
learning,
and
why

certain
teachers
choose
to
take
on
leadership
roles.
There
are
gaps
regarding
what
actions

effective
teacher
leaders
take
when
promoting
positive
change
in
their
colleagues,

especially
those
who
support
culturally
and
linguistically
diverse
students.
A
firm

understanding
of
beliefs
and
dispositions
that
guide
teacher
leaders’
actions
needs
to
be

substantiated.

Purpose
of
the
Study

The
purpose
of
this
study
was
to
examine
the
relationship
between
positive
beliefs

and
actions
of
effective
teacher
leaders
as
they
support
their
colleagues
to
teach
culturally

and
linguistically
diverse
students.
For
the
purpose
of
this
research,
positive
beliefs
were

determined
as
the
following:
passionate
(Yost,
Sentner,
Forlenza-‐Bailey,
2000);
persistent

(Haberman,
1988-‐1995),
appreciation
for
diversity
and
multiculturalism
(Bennett,
2001;

Cochran-‐Smith
&
Lytle,
1992;
Gay,
2010);
engagement
in
the
process
of
inquiry
and

reflection
(Rodgers,
2002);
collaboration
(Haberman,
1988-‐1995);
and
teaching
practice

around
student
success
(Haberman,
1988-‐1995).
The
examination
of
belief
systems
was

important
because
of
its
significant
effect
on
actions
(Garmon,
2004;
Mansfeld
&
Volet,

2010)
and
the
decisions
teachers
make
in
the
classroom
(Ozgun-‐Koca
&
Sen,
2006).
The

second
part
of
the
study
investigated
the
actions
of
teacher
leaders.
Although
beliefs

determine
choices,
these
are
imperceptible
without
actions.
By
analyzing
the
correlation
of

positive
beliefs
and
actions,
this
study
examined
the
effect
teacher
leaders
can
have
on

teachers’
beliefs
as
they
affect
the
practice
and
choices
pertaining
to
culturally
and

linguistically
diverse
students.

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Research
Questions

The
following
two
research
questions
guided
the
study:

1) What
are
the
beliefs
of
teacher
leaders
who
influence
positive
change
in
teacher

practices
when
working
with
culturally
and
linguistically
diverse
learners?

2) How
do
teacher
leaders
model
and
promote
positive
beliefs
in
teachers
who
support

culturally
and
linguistically
diverse
learners?

Importance
of
the
Study

Studies
on
transforming
negative
teacher
beliefs
have
treaded
lightly,
perhaps
due

to
the
notable
difficulty
of
addressing
beliefs
which
are
deeply
engrained
and
difficult
to

change
(Pajares,
1992).
While
it
may
be
easier
to
select
teacher
candidates
who
already

come
with
positive
beliefs
regarding
teaching
culturally
and
linguistically
diverse
students

(Garmon,
2004;
Haberman,
2011),
statistics
indicate
that
the
majority
of
teacher

candidates
may
lack
personal
experience
(Ozgun-‐Koca
&
Sen,
2006),
social
consciousness

(Banks,
1991),
or
the
cultural
sophistication
(Enterline,
Cochran-‐Smith,
&
Ludlow,
2008)

needed
to
be
informed,
effective
teachers
of
diverse
learners.

There
is
a
need
to
help

teachers
to
identify
and
examine
their
beliefs
by
initiating
a
positive
transformational

process.
This
study
sought
to
articulate
how
teacher
leaders
can
help
create
supportive

systems,
a
professional
process
for
teachers
to
participate
in
self-‐examination,
and
build

positive
culture
through
the
practical
use
of
both
formal
and
informal
leadership
roles.

Teacher
leaders
take
on
many
responsibilities
that
have
an
insurmountable
effect

on
classroom
teachers
(Lieberman
&
Miller,
2005).
The
findings
may
provide
valuable

insight
for
administrators,
schools,
and
districts
on
how
to
identify
effective
teacher
leaders

and
establish
efficient
ways
to
utilize
leaders
in
order
to
develop
classroom
teachers
with

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effective
instructional
practices.
Transforming
teacher
beliefs
through
interaction
with

knowledgeable
teacher
leaders
may
ultimately
change
the
school
climate
and
promote

positive
school
culture.

Theoretical
Foundations

This
study
was
guided
by
three
principles
that
inform
the
theoretical
foundations:

grounded
research
on
beliefs
and
dispositions,
sociocultural
learning
theory,
and

transformational
leadership
theory.

The
research
on
teacher
beliefs
is
foundational
for
this
study.

Beliefs
are
formed
by

the
person’s
social
experience
over
a
lifetime,
which
may
include
influences
by
family,

education,
friends,
and
social,
extra-‐curricular
activities
(Garmon,
2004;
Pajares,
1992).

Research
evidences
that
beliefs
influence
a
person’s
view
and
perceptions
of
his/her
social

contexts
and
inform
the
actions
and
decisions
made
consciously
and
unconsciously

(Pajares,
1992).

Sociocultural
theory
(Vygotsky,
1931-‐1997)
explains
that
knowledge
is
acquired

through
a
process
of
social
and
cultural
interaction
between
the
learner,
the
facilitator,
the

tools,
and
context
(John-‐Steiner
&
Mahn,
1992;
Smagorinsky,
2013).
Sociocultural
learning

theory
is
pertinent
for
teacher
leaders
in
working
with
adult
learners.
By
viewing
teachers

as
intellectual,
“we
[teacher
leaders]
can
illuminate
the
important
that
all
human
activity

involves
some
sort
of
thinking”
(Giroux,
1988,
p.
48).

Teacher
leaders
can
facilitate

learning
using
prior
knowledge,
experience,
tools,
and
the
context.
Sociocultural
learning

theory
also
promotes
the
use
of
mentoring
and
teaching
teachers
versus
training
teachers

(Giroux,
1988)
so
that
teachers
co-‐construct
their
own
knowledge
and
create
meaning

(John-‐Steiner
&
Mahn,
1992).

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The
sociocultural
learning
perspective
provides
a
theoretical
framework
for
how

teachers
may
create
learning
experiences
for
students,
but
also
informs
teacher
educators

on
adult
learning
and
how
to
create
spaces
and
opportunities
that
best
influence
learning

and
development
of
effective
teachers.

Transformational
leadership
is
an
approach
for
individualistic
learning
and
positive

change
(Thoonen,
et.
al,
2011).
According
to
Northouse’
(2010),
transformational

leadership
is
a
“process
that
changes
and
transforms
people”
(p.
171).
Transformative

leaders
influence
others
by
“encouraging
continuous
learning
among
staff,
sharing
learning

throughout
the
organization
and
working
with
the
community
toward
achieving
broader

organizational
goals”
(Oronato,
2013,
p.
38).
Teacher
leaders
help
teachers
identify

important
values
and
goals
and
go
beyond
self-‐interest
for
good
of
the
collective

(Northouse,
201)
and
accept
the
overall
values
as
their
own.

Transformational
leaders
provide
“inspirational
motivation,
intellectual
stimulation,

and
individualized
consideration”
(Northouse,
2010,
pp.
177-‐179).
The
early
researchers
of

transformational
leadership
developed
the
“the
four
i’s:”
individual
consideration,

intellectual
stimulation,
inspirational
motivation,
and
idealized
influenced
(Onorato,
2013).

Transformative
leaders
increase
teachers’
achievement
and
self-‐actualization
by
providing

learning
opportunities
and
professional
growth
that
increases
teacher
motivation,
self-‐
efficacy,
and
well-‐being
(Thoonen,
Sleegers,
Oort,
Peetsma,
&
Geijsel,
2011).
Ultimately,

teacher
leaders
influence
student
learning
by
promoting
effective
teachers.

Limitations
and
Delimitations

Certain
limitations
must
be
considered
when
reviewing
this
study.
First,
the
data

was
gathered
from
a
relatively
small
sample
in
one
school
district
in
Southern
California.

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Future
investigations
that
focus
on
larger
number
of
teachers
and
expand
data
collection

beyond
one
school
district
would
help
to
provide
evidence
regarding
generalizability
of

these
findings.

A
second
limitation
involves
the
use
of
interviews
as
a
source
of
qualitative
data.
As

Maxwell
(2013)
notes,
interviews
may
have
the
influence
of
reactivity,
which
may
cause
the

participant
to
consciously
or
unconsciously
alter
information.
Further,
interview
data
is

subject
to
recall
error
of
the
researcher.
To
account
for
these
limitations,
running
field

notes
will
also
be
included
within
the
data
to
provide
checks
and
corroboration
on
what

was
stated
during
the
interview.
In
addition,
each
interview
was
digitally
recorded
to

account
for
any
possible
recall
error.

Observations,
as
well
as
surveys,
were
used
in
order

to
triangulate
data
in
order
to
increase
the
validity
of
the
findings
(Merriam,
2009).

A
notable
delimitation
in
this
study
arises
from
the
use
of
purposeful,
rather
than

random,
sampling
of
participants
in
the
survey,
observations,
and
interviews.
Though

random
sampling
may
increase
empirical
generalizations,
purposeful
sampling
can

produce
rich
information
and
in-‐depth
understandings
about
the
specific
research

questions
asked
(Merriam,
2009).
Because
this
study
sought
to
investigate
the
beliefs
of

effective
teacher
leaders
and
analyze
the
support
they
provided
to
classroom
teachers,
it

was
crucial
to
select
participants
who
would
serve
as
high-‐quality
examples.

Another
delimitation
may
be
the
use
of
participants
who
are
considered
teacher

leaders,
whether
they
carried
a
formal
leader
title
or
not.
Teacher
leaders
participate
in

multiple
leadership
roles
in
and
out
of
the
classroom
and
may
not
have
official
titles

(Lieberman
&
Miller,
2005);
nevertheless,
teacher
leaders
in
all
capacities
play
a
crucial

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role
in
supporting
teachers
in
the
classroom.
For
this
reason,
participants
were
not
limited

to
leaders
with
formal
titles.

Summary

Effective
teacher
leaders
are
valuable
assets
to
the
school.
Teacher
leaders
are
able

to
support
colleagues
who
may
struggle
with
diverse
students
and
increase
the
potential
of

all
classroom
teachers.
Since
beliefs
drive
actions,
it
is
most
practical
to
understand
how

effective
teacher
leaders
think
and
act
when
helping
peers
understand
their
own
beliefs

that
influence
their
actions.
By
examining
beliefs
and
actions,
educators
will
be
better

informed
on
how
to
recruit
and
retain
effective
leaders.

Definitions

For
the
purpose
of
this
study,
the
following
terms
are
defined:

Terms
Definition
Source

API
Annual
Performance
Index

–
“The
cornerstone
of

California's
Public
Schools

Accountability
Act
of
1999;

measures
the
academic

performance
and
growth

of
schools
on
a
variety
of

academic
measures.”

California
Department
of

Education
(2013)

AYP
Adequate
Yearly
Progress
–

“A
statewide

accountability
system

mandated
by
the
No
Child

Left
Behind
Act
of
2001

which
requires
each
state

to
ensure
that
all
schools

and
districts
make

Adequate
Yearly

Progress.”

California
Department
of

Education
(2013)

Beliefs
Attitudes,
judgments,

opinions,
preconceptions,

theories,
rules
of
practice

Pajares
(1992)

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that
influence
and
inform

actions

CAHSEE
California
High
School
Exit

Exam
–
“California,
all
high

school
students
must
pass

a
test
to
earn
a
high
school

diploma.
The
test
helps
to

ensure
that
students

graduate
from
high
school

with
grade
level
skills
in

reading,
writing,
and

math.”

California
Department
of

Education
(2013)

Culturally
and

linguistically
diverse

(CLD)

Students
who
come
from
a

background
other
than

Anglo-‐Saxon
and
may

speak
language(s)
other

than
English
as
their

primary
langauge

Cochran-‐Smith
and
Lytle

(1992)

Dispositions
The
nature,
character,
or

beliefs
of
a
person
that

informs
their
actions
and

duties

Kardash
and
Sinatra

(2003)

Diverse
Students
who
are
minority

group
with
a
non-‐
dominant
cultural
or

ethnic
background,
low

socioeconomic
status,
at-‐
risk,
or
students
with

learning
disabilities

Darling-‐Hammond
(2007)

English
Language

Learners,
Limited

English
Proficient

Students,
who
may
or
may

not
have
been
born
in
the

U.S.,
and
is
acquiring

English
as
a
second

language

California
Department
of

Education
(2013)

Epistemology
Epistemology
is
the

“beliefs
about
nature
of

knowledge
and
the

process
of
knowledge”
(p.

166)

Gill,
Ashton,
and
Algina

(2004)

L-‐TELs
(Long-‐Term

English
Learners)

English
learners
who
have

been
in
the
program
for

more
than
five
years
but

have
not
made
adequate

language
and/or
academic

Olsen
(2010)

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progress

Multicultural
education
The
principles
of

multicultural
education

(MCE)
are
cultural

pluralism,
that
it
is
the

democratic
right
for
each

group
to
hold
onto
its
own

culture
and
language;

values
of
social
justice
to

end
multiple
prejudice

and
discrimination;

inseparable
connection
of

culture
in
teaching
and

learning;
and
educational

equity
for
all
children
(p.

173).

Bennett
(2001)

Novice
Teachers
Teachers
with
less
than

five
years
of
classroom

experience

Darling-‐Hammond
(2007)

Self-‐efficacy
"An
outcome
expectancy

is
defined
as
a
person's

estimate
that
a
given

behavior
will
lead
to

certain
outcomes"
(p.
194)

Banduras
(1977)

Social
justice
teaching
Social
justice
teaching
is

student-‐centered,
building

relationships
with

students,
becoming
an

advocate
for
minority

groups
by
navigating

sociocultural/political

inequities
(p.
356).

Cochran-‐Smith,
Shakman,

Jong,
Terrel,
Barnatt,

McQuillan
(2009)

Teacher
effectiveness
Teacher
effectiveness
is

defined
by
the
teacher’s

ability
to
deliver
content

knowledge
that
increases

student
learning,
create

and
promote
a
positive

classroom
culture
that

affect
culturally
and

linguistically
diverse

populations.

Garcia
(2002)

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Teacher
Leaders
“Teachers
who
formally

and
informally
acquire

leadership
positions
can

help
make
change

happen”
(p.
153)

Lieberman
and
Miller

(2005)

Values
Our
values
are
developed

through
experiences
over

a
long
period
time;
then

through
continuous

affirmation
and
relations

with
significant
people
in

our
lives,
values
become

the
norm
for
which
we

make
decisions.

Haberman
(1991)

Veteran
teachers
Teachers
who
have
six
or

more
years
of
teaching

experience.

Darling-‐Hammond
(2007)

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CHAPTER
TWO:
LITERATURE
REVIEW

Introduction

This
chapter
begins
with
the
theoretical
underpinnings
of
the
sociocultural
learning

theory
and
transformational
leadership
theory.
A
review
of
literature
is
presented
on
the

following
topics:
English
learners,
teaching
culturally
and
linguistically
diverse
students,

impact
and
importance
of
beliefs,
construction
of
belief,
positive
beliefs,
changing
beliefs

systems,
and
effective
teacher
leadership.
The
literature
review
will
build
methodical

foundation
for
the
following
research
questions:

1) What
are
the
beliefs
of
teacher
leaders
who
influence
positive
change
in
teacher

practices
when
working
with
culturally
and
linguistically
diverse
learners?

2) How
do
teacher
leaders
model
and
promote
positive
beliefs
in
teachers
who
support

culturally
and
linguistically
diverse
learners?

Theoretical
Foundations

Sociocultural
Learning
Theory

Sociocultural
learning
theory
is
the
“interdependence
of
social
and
individual

process
in
the
co-‐construction
of
knowledge”
(John-‐Steiner
&
Mahn,
1992,
p.
191).

Knowledge
is
built
through
a
process
of
social
and
cultural
interaction
among
the
learner,

the
facilitator,
the
tools,
and
context
(John-‐Steiner
&
Mahn,
1992)
(Smagorinsky,
2013).
As

learners
make
new
meaning,
multiple
factors
contribute
to
the
cognitive
process:
the

physical
context
in
which
learning
occurs,
the
complexities
of
other
learners
and
teacher
in

the
learning
process,
the
learner’s
prior
knowledge
and
knowledge
acquiring
process,
the

tools
used
in
the
learning
process,
as
well
as
emotions
that
may
negatively
or
positively

influence
the
situation
(John-‐Steiner
&
Mahn,
1992;
Smagorinsky,
2013).

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L.S.
Vygotsky’s
tenets
of
sociocultural
learning
theory
state
“human
activities
take

place
in
cultural
contexts
[and]
are
mediated
by
language
and
other
symbol
systems”

(John-‐Steiner
&
Mahn,
1992).
Vygotsky
enunciated
the
interdependence
of
social
and

individual
processes
for
development
and
learning.
The
internalization
of
knowledge

occurs
in
relation
to
historical,
psychological,
educational,
political,
and/or
cultural
factors.

Another
important
factor
in
the
learning
process
is
the
semiotic
mediation,
or
the
tools
to

facilitate
learning
between
social
and
individual
domains.
These
tools,
such
as
language,

symbols,
computers,
maps,
signs,
and
pencils,

“connect
the
external
and
the
internal”
for

the
learner
to
appropriate
“knowledge
through
representational
activity”
(John-‐Steiner
&

Mahn,
1992).
Internalization
of
knowledge
is
the
"learners'
appropriation
of
socially

elaborated
symbol
systems
as
critical
aspect
of
learning-‐driven
development"
(p.
202).
The

aspects
of
social,
individual,
and
semiotics
are
equally
influential
in
the
learning
process
as

all
three
factors
contribute
to
the
co-‐construction
of
knowledge,
learning,
and
human

development.
All
conditions
constantly
change,
influencing
and
being
influenced
by
one

another
at
any
given
point.
In
order
for
learning
to
occur,
the
individual,
the
social,
and
the

use
of
semiotics
(tools)
need
to
be
analyzed
and
examined
independently
but
also
as

interdependent
of
one
another
((John-‐Steiner
&
Mahn,
1992).

All
learners
are
on
a
learning
continuum
that
utilizes
current
knowledge
to
build

new
knowledge
(Smagorinsky,
2013).
An
accurate
understanding
of
their
zone
of
proximal

development
is
imperative
for
development
on
the
learning
continuum
(John-‐Steiner
&

Mahn,
1992).
Sociocultural
learning
theory
also
requires
the
analysis
of
cultural
or

language
influences
as
they
affect
the
context
and
the
learner.
Oftentimes,
language

learners
are
seen
as
lacking
a
skill
in
order
to
acquire
knowledge
(Gandara
&
Rumberger,

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2009);
however,
sociocultural
learning
context
not
only
utilizes
the
primary
language
as
a

tool
to
mediate
learning
but
also
examines
the
cultural,
historical
and
psychological
factors

of
the
learners
and
social
context
as
an
important
asset
in
the
process
of
co-‐constructing

knowledge.

Sociocultural
learning
affects
pedagogy,
most
impactful
for
culturally
and

linguistically
diverse
student
populations.
It
emphasizes
“co-‐participation,
cooperative

learning,
and
joint
discovery”
as
teachers
and
students
collaborate
in
knowledge
creation

(John-‐Steiner
&
Mahn,
1992).
It
is
also
pertinent
for
teacher
leaders
in
working
with
adult

learners.
Teacher
leaders
can
facilitate
learning
using
prior
knowledge,
experience,
tools,

and
the
context.
Sociocultural
learning
theory
also
promotes
the
use
of
mentoring
and

teaching
teachers
versus
training
teachers
(Giroux,
1988)
so
that
teachers
co-‐construct

their
own
knowledge
and
create
meaning
(John-‐Steiner
&
Mahn,
1992).

Transformative
Leadership

Sociocultural
learning
theory
defines
knowledge
construction
as
both
collaborative

and
transformative
in
nature
(John-‐Steiner
&
Mahn,
1992).
As
transformative

professionals,
teachers
must
be
responsible
for
asking
questions,
inquiring
knowledge,
and

seeking
knowledge
that
best
informs
their
practice.
In
order
to
equip
teachers
with
these

skills,
teacher
leaders
need
to
practice
transformational
leadership
to
change
why
and
how

teachers
act
instead
of
merely
telling
teachers
what
to
do.

According
to
Northouse’
(2010),
transformational
leadership
is
a
“process
that

changes
and
transforms
people”
(p.
171).
Following
this
theory,
teacher
leaders
are
leaders

who
help
teachers
identify
important
values
and
goals
and
go
beyond
self-‐interest
for
the

good
of
the
collective
(Northouse,
2010).
Transformational
leaders
provide
“inspirational

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motivation,
intellectual
stimulation,
and
individualized
consideration”
(pp.
177-‐179).

Transformational
leadership,
along
with
wide
opportunities
for
professional
learning
and

growth,
increases
teacher
motivation,
self-‐efficacy,
and
a
person’s
well-‐being
(Thoonen,

Sleegers,
Oort,
Peetsma,
&
Geijsel,
2011).

A
large
survey
of
teachers
indicated
that
transformational
leadership
had
the

greatest
impact
on
teaching
practices.
Thoonen

et
al.,
(2011)
utilize
the
general
framework

of
employee
performance
model
to
set
the
premise
that
teacher
learning
will
produce

teaching
practices
and
effectiveness;
however,
it
is
noted
that
not
all
learning
is
inductive

to
positive
learning.
Therefore,
the
theory
is
that
the
following
factors
would
have
the

greatest
effect:
motivation,
organizational
factors,
and
leadership
choice.
The
model

incorporates
multiple
theories
of
employee
performance
improvement.
Transformational

leadership
works
around
a
strong
school
vision,
which
all
other
decisions
and
actions

revolve
around.
It
also
has
a
strong
consideration
for
teachers’
needs,
treating
all
teachers

as
unique
individuals
with
unique
needs
rather
than
comparing
an
individual
to
a
whole
or

sacrificing
one’s
need
for
the
greater
good
(Thoonen

et
al.,
2011).
Leaders
who
follow
such

leadership
also
actively
provide
intellectual
stimulation,
specifically
by
providing
space,

time,
and
support
for
collaboration
with
other
teachers
and
mentors.
The
school
is
created

so
that
teachers
are
part
of
the
decision-‐making
process
and
provides
a
rich
array
of

professional
learning
activities.
Transformational
leadership,
along
with
ample

opportunities
for
professional
learning
and
growth,
increases
teacher
motivation,
self-‐
efficacy,
and
a
person’s
well-‐being
(Thoonen

et
al.,
2011).
Teachers
with
high
motivation

have
accepted
and
internally
instilled
the
vision
of
the
school.
Through
this
model,
it
is

natural
that
teachers
and
leaders
have
a
strong
trust
in
each
other,
which
allows
room
for

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uncertainty
(Thoonen

et
al.,
2011).
It
is
important
to
note
that
one
cannot
exist
without
the

other;
vision,
transformational
leadership,
learning
opportunities
and
experiences,
and

increased
teacher
motivation
all
have
to
coexist
to
create
gains
in
teacher
learning.
This

employee
performance
model
enunciates
the
importance
of
the
interrelatedness
of
each

factor
to
promote
teacher
learning
and,
consequently,
teacher
effectiveness
through

positive
teaching
practices
(Thoonen

et
al.,
2011).

Teacher
leaders
who
take
on
transformative
leadership
styles
support
the

individual
teacher’s
growth.
Coupled
with
sociocultural
learning
theory,
transformative

leaders
lead
with
the
needs
of
the
teacher
in
mind.
They
seek
to
model
and
foster

development
and
learning
of
teachers
so
that
teachers
can
become
effectively
support

diverse
student
populations.

English
Learners

Currently,
there
are
approximately
1.5
million
English
learners
enrolled
in

California
public
schools.
Of
that,
85%
are
Hispanic,
Spanish
speaking
language
learners.

For
more
than
four
decades,
Mexico
has
been
the
leading
country
of
immigration
for

California.

Immigration
of
the
Hispanic/Latino
population
to
California
(Garcia,
2002)
is
not
a

new
topic.
Segregation
is
not
a
new
issue
in
public
education,
either.
English
learners
are

subtly
tracked
based
on
their
skills
and
language.
Almost
a
century
ago,
segregation
of

Mexican-‐Americans
occurred
fiercely
in
and
outside
of
the
education
realms
(Garcia,
2002).

The
increase
of
Mexican
immigrants
resulted
in
high
number
of
non-‐English
speaking

students
in
California’s
public
schools
(Garcia,
2002,
p.
18).
Within
the
education
system,

their
lack
of
language
was
used
as
an
excuse
to
segregate
students
(Valencia,
2002).

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Language
profiency,
or
lack
thereof,
continued
to
be
an
issue
as
the
discussion
for
bilingual

education
surfaced.
Bilingual
education
used
both
the
student’s
native
language
and

English
to
teach
core
content
subject;
however,
this
also
segregated
Spanish-‐speaking

students
(or
bilingual
students)
from
English-‐only
students
(Valencia,
2002).
When

bilingual
education
was
not
being
properly
used,
the
state
prohibited
it
altogether

(Valencia,
2002).

Currently,
the
English
learner
program
faces
the
aftermath
of
bilingual

education’s
no
longer
being
an
option,
even
when
research
shows
that,
if
used
to
fidelity,

the
program
can
be
successful
to
promote
bi-‐literacy.
Instead,
re-‐segregation
has
formed

by
subtly
tracking
the
academic
progress
of
subgroups,
specifically
the
English
learners,

and
placing
students
into
specific
groups
or
classes
based
upon
their
language
abilities

(Valencia,
2002).
Due
to
their
lack
of
English
profiency,
English
learners
are
continuously

placed
in
language-‐based
curriculum,
not
content-‐based
courses
(Garcia,
2002).
More

detrimental
is
that
students
are
labeled
as
English-‐learners
from
the
moment
they
enter

public
education
and
never
become
reclassified
even
as
they
exit
high
school;
these
groups

are
cohorts
of
long-‐term
ELs
who
have
been
in
the
English
learner
program
for
five
years

or
more
(Callahan,
2005).

Because
states
are
mandated
to
provide
differentiated
instruction
to
the
EL

population,
schools
created
systems
that
make
it
easier
to
ensure
compliance,
even
if
they

are
ineffective.
In
high
school,
the
largest
population
of
English
learners
consists
of
the

Long-‐Term
ELs
(L-‐TELs),
who
are
placed
in
Specifically
Designed
Academic
Instruction
in

English
(SDAIE)
classes
(Olsen,
2010).
Long-‐term
English
learners
“struggle
academically

[and]
have
distinct
language
issues,
including:
high
functioning
social
language,
very
weak

academic
language,
and
significant
deficits
in
reading
and
writing
skills”
(Olsen,
2010,
p.
2).

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EL
students
in
SDAIE
classes
receive
grade
and
subject-‐matter
content
in
English
with

differentiated
instruction
specifically
geared
towards
learners
of
the
English
language

(Sobul,
1995).
However,
studies
done
on
the
fidelity
of
this
program
show
that
there
is
little

to
no
rigor,
resembling
more
of
an
English
Language
Development
(ELD)
classroom
meant

for
beginners
(Callahan,
2005).
This
type
of
segregation
becomes
an
equity
issue
because

English
learners
are
less
exposed
to
rigorous
courses,
receive
little
or
no
exposure
to

grade-‐level
content,
and
have
limited
access
to
honors
or
Advanced
Placement
(AP)
classes

(Rumberger
&
Gandara,
2004).
In
addition,
segregation
of
ELs
from
other
English
speaking

peers
means
they
attend
classes
with
only
other
ELs
and
less
likely
to
be
exposed
to

students
who
excel
in
school
(Rumberger
&
Gandara,
2004).
The
subtle
tracking
of
English

learners
eliminates
any
access
to
a
successful
learning
environment.

English
learners
projected
less
than
a
40%
chance
of
being
reclassified
as
a
fluent

English
speaker
(Gandara
&
Rumberger,
2007).
ELs
lack
the
instructional
time
to
prove

significant
gains.
Although
they
may
have
gained
conversational
English,
they
lack
the

academic
language
skills
to
navigate
through
complex
texts.
English
learners
also
may
have

different
cultures
and
norms,
which
limit
their
“social
capital,”
in
navigating
through
U.S.

school
systems
(Gandara
&
Rumberger,
2007).
Many
of
these
students
come
from
low

socioeconomic
background
with
parents
who
may
have
little
to
no
education
(Gandara
&

Rumberger,
2007).
Lack
of
language
and
lack
of
cultural
norms
present
a
very
difficult

situation
for
students
in
the
school
system.

ELs
may
feel
negative
and
unintentional
consequences
of
being
in
the
EL
program

(Debach
&
Callahan,
2011).
EL
course
placement
is
the
most
important
indicator
of

academic
success,
grades,
and
test
scores
than
language
level.
Language
supports
often
are

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more
detrimental
rather
than
effective
in
academic
or
language
gains.
Furthermore,
new,

beginning
teachers
are
mostly
placed
to
work
with
ELs,
and
their
qualifications
do
not

match
their
abilities
to
deliver
meaningful
yet
rigorous
instruction
to
the
EL
population.

Continuous
placement
in
the
EL
program
indicates
academic
gaps
and
delays
in
academic

rigor
(Debach
&
Callahan,
2011).
Teachers
and
schools
feel
underprepared
and

overwhelmed
in
serving
the
English
learner
population
due
to
high-‐stakes
testing,
lack
of

awareness
of
adolescent
language
acquisition,
and
limited
pedagogical
experience
in

working
with
diverse
students
(Boone,
2011).
Spanish-‐speaking
students,
who
are
the

largest
group
of
the
linguistically
diverse
population,
have
a
higher
dropout
rate
due
to
lack

of
successful
language
education/acquisition
and
academic
success
(Boone,
2011).
The
two

most
common
reasons
students
drop
out
of
high
school
individual
and
institutional

reasons.
Factors
such
as
behavior,
academics,
social
relations,
family
structure,
and
school

culture
greatly
influence
students
to
leave
school
(Boone,
2011).

Rumberger
and
Gandara
(2004)
examined
the
growth
of
English
learners
over
time

(including
LEP
and
RFEP)
in
comparison
to
non-‐ELs.
The
results
showed
that
there
was
a

significant
achievement
gap
between
English-‐only
and
English
learner
students.
They

found
seven
trigger
factors
that
contribute
to
inequitable
education
for
ELs:
lack
of

appropriately
trained
teachers,
lack
of
professional
development,
inappropriate
or
invalid

assessments,
limited
instructional
time,
lack
of
instructional
materials,
segregation

(Rumberger
&
Gandara,
2004).
Teacher
capacity,
leadership
and
organizational
dynamics,

accountability
pressures,
and
sociocultural
positioning
are
all
integral
factors
of
program

implementation.

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33

Teachers
of
Culturally
and
Linguistically
Diverse
Students

English
learners
are
a
culturally
diverse
population
who
bring
a
wide
range
of

knowledge
and
experience
to
the
learning
experience
(Garcia,
Arias,
Murri,
&
Serna,
2010).

Teachers
need
to
have
a
profound
awareness
for
students’
social
and
content
knowledge

and
appreciate
their
diverse
experiences.

However,
the
teaching
force
has
a
shortage
of
teachers
who
are
capable
of

effectively
teaching
English
learners.
Sophisticated
understanding
of
diversity
and
their

communities
are
essential
elements
in
working
with
diverse
populations
(Garcia

et
al.,

2010).
In
a
global
comparison,
the
U.S.
ranks
very
low
due,
mainly,
to
an
inability
to
meet

the
diverse
needs
to
non-‐white
student
populations
(Darling-‐Hammond,
2007).
Students

who
are
low-‐income
or
from
minority
backgrounds
fail
to
receive
the
basic
education
to

gain
access
to
the
job
market
(Darling-‐Hammond,
2007);
and
“we
have
become
accustomed

in
the
United
States
to
the
educational
inequality”
(p.
318).
Policymakers
and
educators

externalize
the
failure
of
education
on
the
students
and
families
of
minority
backgrounds;

however,
the
major
factor
resides
in
the
unequal
access
to
resources
(Darling-‐Hammond,

2007,
p.
319).
Some
of
these
inequities
may
include
re-‐segregation,
high
concentration
of

minority
population
in
one
area,
lack
of
resources
provided
to
this
schools,
and
the
subtle

tracking
systems
in
place.
Darling-‐Hammond
(2007)
further
posits
that
part
of
the

inequities
present
in
schools
is
unqualified
teachers.
Although
part
of
her

recommendations
is
to
increase
teacher
salary
and
offer
qualified
teachers
monetary

incentives,
Darling-‐Hammond
underscores
the
importance
of
teachers’
knowledge
of

students,
their
developmental
stages
and
their
needs
so
that
teachers
can
fashion
pedagogy

to
meet
the
diverse
needs
of
their
students
(pp.
330-‐1).

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34

Teachers’
lack
of
interaction
of
with
diverse
populations
contribute
to
teachers’
lack

of
sensitivity
to
cultural
and
language
differences
and
negative
or
deficit
beliefs
about
CLD

population,
especially
about
how
students
construct
knowledge.
Statistics
indicate
that

90%
of
teachers
are
White
and
90%
of
the
teachers
enrolled
in
pre-‐service
programs
are

White
female
(Achinstein
&
Athanases,
2005;
Swartz,
2003);
however,
the
majority
of
the

students
in
southern
California
are
of
color
(Banks,
1991).
Teachers
are
assigned
to
where

the
demand
is,
and
currently,
the
demand
is
at
urban
city
schools.
That
means
new
teachers

will
teach
in
unknown
cities
and
interact
with
unfamiliar
student
populations.
It
will
be
out

of
their
comfort
zone
and
be
a
new
“playing
field”
(Swartz,
2003).
Novice
teachers
have

“developmental
delayed
intercultural
capacities”
(p.
259)
and
the
lack
of
interaction
with

diverse
populations
limits
their
understanding
and
perception
of
minority
groups
to

stereotypes
and
biases.
These
do
not
provide
an
accurate
portrayal
of
culturally
and

linguistically
diverse
populations.
This
limited
perception
creates
a
false
belief
about
how

diverse
populations
acquire
knowledge:
that
students’
efforts
are
directly
correlated
with

academic
achievement,
discounting
teacher’s
contributing
factors.
They
externalize
failure

to
the
student’s
lack
of
interest
or
effort.
Compounding
effects
of
deficit-‐thinking
are

detrimental
to
students’
learning
(Swartz,
2003).
Consequently,
most
novice
teachers
will

admit
color-‐blindness
and
believe
that
race
does
not
matter
and
diversity
does
not
exist.

The
idea
that
all
students
are
the
“same”
also
consequently
eliminates
the
student’s
prior

knowledge,
experience,
and
culture
(Swartz,
2003).

Although
there
has
been
an
increase
diverse
groups
in
America,
teacher

demographics
have
remained
the
same.
Lack
of
culturally
sensitive
teachers
becomes
a

problem
for
education,
specifically
in
efforts
to
support
the
rising
variety
of
cultural
and

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linguistic
diversity.
Research
indicates
that
a
teacher’s
ability
to
effectively
support
CLD

population
stems
from
their
personal
and
professional
beliefs
about
epistemology
and

diversity.

Impact
of
Beliefs
on
Teaching

Beliefs
are
the
most
valuable
psychological
construct
to
teacher
education.

Understanding
teacher's
beliefs
is
crucial
in
improving
the
profession
because
beliefs
about

teaching
are
well
established
before
entering
a
college/program
(Pajares,
1992,
p.307).

Beliefs
help
us
understand
how
teachers
make
decisions.
For
example,
two
teachers
could

have
the
same
knowledge
about
certain
content,
but
their
beliefs
will
guide
them
to
teach

in
different
ways.
Beliefs
are
an
affective
filter
through
which
new

knowledge/phenomenon
can
be
acquired,
so
they
are
key
in
defining
tasks
and
selecting

the
cognitive
tool
with
which
to
interpret,
plan,
and
make
decisions.

Teachers’
beliefs
and
dispositions
significantly
influence
their
actions
and
decisions.

In
this
manner,
beliefs
drive
how
teachers
build
relationships
with
students,
families,
and

colleagues;
furthermore,
they
influence
their
expectations
of
students,
affecting
the
quality

of
education,
and,
most
importantly,
the
student’s
life
(Enterline,
Cochran-‐Smith,
Ludlow,

2008;
Pohan,
1996).

and
the
relationship
the
teacher
builds
with
the
students
(Hachfeld,

Hahn,
Schroeder,
Anders,
Stanat,
&
Kunter,
2011).

Research
on
teacher
beliefs
indicated
that
many
enter
teacher
preparation

programs
with
negative
beliefs
which
do
not
support
teaching
diverse
populations.

Teachers’
beliefs
are
often
corrupt,
consisting
of
distorted
and
biased
views
about
diverse

populations,
which
negatively
affect
their
decisions
in
the
classroom
(Gay,
2010).
When
the

time
comes
to
teach,
pre-‐service
teachers
may
demonstrate
instructional
practices

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36

inconsistent
with
the
theory,
but
dependent
on
their
own
experiences
and
the
way
they

best
learned
(Ozgun-‐Koca
&
Sen).
Teacher
candidates
who
bring
strong
biases
and
negative

stereotypes
about
diverse
groups
will
be
less
likely
to
develop
the
types
of
professional

beliefs
and
behaviors
most
consistent
with
multicultural
sensitivity
and
responsiveness

(Garmon,
2004).
Since
beliefs
inform
the
decisions
teachers
make
in
the
classroom
and
are

an
integral
part
of
why
teachers
do
what
they
do,
beliefs
should
be
at
the
foundation
of

teacher
preparation/education
programs
(Sanger
&
Osguthorpe,
2010).

Kardash
and
Sinatra
(2003)
and
Thornton
(2006)
agree
that
there
is
a
significant

similarity
between
epistemological
beliefs
and
dispositions,
and
both
equally
affect

learning
and
success
for
teacher
candidates.
Disposition
is
measurement
of
a
person’s

actions
and
duties,
while
epistemological
beliefs
focus
on
the
knowledge
and
facts
the

person
possesses
(Kardash
&
Sinatra,
2003).
Thornton
(2006)
defines
and
accepts

dispositions
as
“patterns
of
thinking”
(p.
54).
Therefore,
dispositions
identify
a
person’s

knowledge,
capabilities,
and,
also,
the
gap
between
knowledge
and
action.
This
3-‐year

study
of
highly
effective
teachers
took
place
in
a
purposefully
created
school
system
where

the
normal
external
constraints
were
removed.
Even
with
similar
students,
curriculum,

teacher
quality,
and
administrator
expectations,
there
was
a
notable
divide
between

effective
teachers
and
non-‐
effective
teachers.
The
interesting
factor
is
that
all
teachers

were
able
to
verbally
explain
the
goals
and
purpose
as
they
pertained
to
themselves
as
the

educator.
Through
student
interviews
and
multiple
observations,
it
was
evident
that
there

was
a
clear
difference
in
quality
of
teacher
actions
(Thornton,
2006).
The
effective
teachers

adopted
and
adapted
the
curriculum
to
be
responsive
to
the
whole
child,
meeting
his/her

entire
needs
(not
just
the
academic
ones);
they
were
fully
motivated
and
engaged
with
the

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curriculum
and
students.
The
non-‐effective
teachers
were
described
to
merely
exhibit
the

external
actions
but
without
reflection
or
sensitivity
to
the
student.
The
study
concluded

that
teachers
had
a
great
impact
on
the
student’s
personal
and
academic
dispositions

(Thornton,
2006).

Responsive
dispositions,
paralleled
with
the
underlying
themes
of
teaching
for
social

justice
and
culturally
relevant
pedagogy,
means
the
teacher
responds
to
the
whole
child

and
his/her
needs,
paying
attention
to
adolescent
development,
the
student’s
background,

and
current
knowledge
levels.

In
addition,
the
teacher
interacts
with
the
students
in
a

sophisticated
manner
(p.
61).
The
study
concluded
that
teachers
had
a
great
impact
on
the

student
(personal
and
academic)
held
specific
dispositions
(p.
67).

Epistemology
includes
“what
does
it
mean
to
know
something,”
involvement
in
the

process
of
learning,
morality
of
learning,
responsibility
of
knowledge
in
the
society,
and

rigorous
engagement
(Kincheloe,
2004).
It
explains
person’s
beliefs
about
the
process
and

development
of
knowledge
acquirement
(Gill,
Ashton,
&
Algina,
2004).
Central
to
pre-‐
service
teachers
learning
and
construction
of
knowledge
and
teaching
are
their
personal

epistemological
beliefs
Identifying
teacher’s
epistemology
will
allow
a
better

understanding
of
teacher
beliefs
which
can
predict
pre-‐service
teachers’
adaptability
in

knowledge
and
practice
(Kincheloe,
2004;
Fives
&
Buehl,
2008;
Brownlee

et
al.,
2009;

Tanase
&
Wang,
2010).

Kincheloe
(2004)
explores
six
epistemologies
that
enable
teachers
to
become

critical
thinkers:
empirical,
experiential,
normative,
critical,
ontological,
and
reflective-‐
synthetic
epistemology
enables
teachers
become
complex
critical
thinkers.
Empirical

knowledge
asserts
that
there
is
no
absolute,
arbitrary
truth
and
no
one
single
way
of

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approaching
an
answer.
Discovering
the
truth
is
a
journey
and
a
process.
Teachers
need
to

be
a
part
of
producing
the
knowledge
as
well.
Normative
knowledge
emphasizes
the
moral

and
ethical
role
of
public
education
in
a
democratic
society.
It
establishes
a
just
and

rigorous
education
system
in
connection
with
social
visions,
power,
and
cultural/historical

context.
It
delves
into
the
power
of
education
and
knowledge
to
change
societies
and

empower
citizens.
Critical
knowledge
empowers
teachers
to
analyze
and
critique
the

neutrality
and
norm
(pp.
57-‐8)
as
they
advocate
for
the
diverse
needs
of
their
student

population.
Ontological
knowledge
states
that
the
actions
of
the
teacher
are
the
teacher

him/herself;
actions
cannot
be
separated
from
the
person
him/herself
and
teaching
is
an

extremely
personal
event.
Becoming
a
critical
complex
teacher
requires
an
in-‐depth

analysis
in
the
personal
realm
(p.
58).
Experiential
knowledge
not
only
recognizes
the

importance
of
fieldwork
experience
in
addition
to
the
act
of
critically
analyzing
the

experiential
situations.
Experiential
knowledge
means
being
able
to
think
through
complex

situations.
Reflective-‐Synthetic
knowledge
emphasizes
the
importance
of
teachers
being

self-‐reflective,
highly
metacognitive
individuals.
It
requires
teachers
to
analyze
themselves

and
the
situation
as
outsiders
while
concurrently
evaluating
experience
and
knowledge
in
a

relative
fashion.
Reflective
teachers
engage
in
continuous
self-‐reflection
and
influence
this

practice
on
the
students.
As
a
result,
both
the
teacher
and
student
become
researchers
of

learning.
Teacher’s
acquirement
of
epistemology
is
crucial
for
their
professional

development
as
teachers
in
order
to
become
producers
of
knowledge
instead
of
blindly

accepting
knowledge
and
skills.

Some
epistemological
beliefs
are
more
detrimental
to
education
than
others.
For

one,
classical
epistemology
celebrates
an
individualistic
approach
to
knowledge

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construction,
in
which
much
decision-‐making
is
based
on
perceptions
and
may
be

disconnected
from
truth
or
reality
(Chambliss
&
Alexander,
2012).
On
the
other
hand,

Chambliss
and
Alexander
(2012)
qualify
High
Quality
Teaching
as
a
combination
of
good

and
successful
teaching,
which
encompasses
the
traits
of
social
epistemology:

foundatialism,
coherentism,
realism,
and
realiabilism
(p.4).
What
these
four
epistemological

traits
have
in
common
is
the
belief
that
knowledge
is
socially
constructed,
which
adopts
the

truth
of
the
collective.
It
also
values
network
and
interrelationships
(pp.
4-‐6).
Therefore,

High
Quality
Teaching
includes
a
supportive
context
where
knowledge
is
socially

constructed,
a
teacher
is
flexible
in
utilizing
available
resources
to
lead
students
in
learning,

and,
lastly,
a
teacher
engages
in
ongoing
reflection
to
promote
the
mental
and
emotional

welfare
of
the
students
(pp.
10-‐11).

Brownlee
et
al.
(2009)
compare
epistemological
beliefs
between
positive
and

negative
affects
in
learning.
Availing
beliefs
are
understood
as
help
learning
while
non-‐
availing
beliefs
hinder
new
learning.
The
study
found
that
qualitative
perceptions
are
more

availing
because
it
allows
the
learner
to
see
different
and
multiple
perspectives
and

transforms
the
learner
(pp.
601-‐2)
by
activating
the
person’s
self-‐reflection
and

metacognition
in
order
to
engage
the
learner
in
new
knowledge
acquirement
(p.
603).

However,
a
non-‐availing
perspective
incorporates
quantitative
conceptions,
which
believe

that
there
is
one
correct
knowledge
or
that
knowledge
is
simple,
which
guides
the
learner

to
believe
that
repetition
and
rote
memorization
of
isolated
facts
would
positively
affect

learning
(p.
603).

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Table
2

Comparison
of
Quantitative
and
Qualitative
Conceptions
1

Quantitative
Conceptions
Qualitative
Conceptions

Replicating
(p.
607)
Analysis
and
synthesis
(p.
607)

Gathering
all
information
(p.
608)
Multiple
sources
of
knowledge
(p.
607)

Passive
recipient
of
information
(p.

609)

Application
of
new
knowledge
to

problem-‐solve
(p.
607),
practical

application
(p.
608)

Absorption
and
reproduction
of

information
(p.
609)

Process
of
connecting
prior
knowledge

with
new
knowledge
(p.
607)

Prefer
working
a
lone
(p.
609)
Experience
(p.
607)

Transfer
of
knowledge/facts
from

teacher
to
student
(p.
609)

Constructing
personal
meaning
(p.
608)
2

Also
on
social
epistemology,
Schraw
and
Olafson’s
(2003)
research
on

epistemological
world
views
and
teacher
beliefs
presented
that
95%
of
the
teachers
agreed

that
contextualist
position
was
best
in
supporting
diverse
learners.
Contextualist
position
is

a
worldview
wherein
individuals
believe
in
shared
understanding,
are
interested
more
in

the
process
of
knowledge
construction
rather
than
the
knowledge
(fact)
itself,
and
favor

peer
support
and
collaboration
(pp.
186-‐187).

The
study
of
epistemology
in
relation
to
teaching
and
teacher
knowledge
is

informative
in
that
it
shows
how
teacher’s
knowledge
is
constructed,
but
can
examine
their

beliefs
regarding
what
knowledge,
in
general,
is
acquired.
The
underlying
theme
of

epistemological
beliefs
reiterates
the
importance
of
identification
of
beliefs,
self-‐reflection

of
own
knowledge
and
belief,
and
a
firm
understanding
and
application
of
knowledge
as

socially
constructed.

Specifically,
it
would
help
teachers
identify
their
beliefs
(Brownlee

et

1

Brownlee
et.
al
(2009)

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

41

al.,
2009)
regarding
culturally
and
linguistically
diverse
students
and
how
diverse
students

construct
knowledge.

Incorporating
the
study
of
epistemology
in
teacher
preparation
allows
teachers
to

become
critical
complex
thinkers
who
become
producers
of
knowledge
and
seek
to
be

forever
learners
(Kincheloe,
2004).
They
are
knowledge-‐producers
instead
of
merely

passive
receivers
of
facts
and
engage
in
the
process
of
being
a
life-‐long
learner
(Swartz,

2003;
Kincheloe,
2004).

Construction
of
Beliefs

Beliefs
teachers
hold
influence
their
perceptions
and
judgments,
which,
in
turn,

affect
their
behaviors
in
the
classroom
(Pajares,
1992).
Beliefs
cannot
be
directly
observed,

but
inferred
through
a
person's
actions,
words,
and
intentions.
Knowledge
is
a
component

of
belief,
but
beliefs
may
affect
acquirement
of
new
knowledge
(Pajares,
1992).
When

beliefs
are
organized
around
an
object
or
situation,
it
is
considered
an
attitude
(Pajares,

1992).
The
evaluative,
comparative,
and
judgmental
functions
of
beliefs
are
values
(Pajares,

1992).

Beliefs
are
developed
early
on
and
perpetuated
throughout
a
person’s
life
(Pajares

1992).
Beliefs
are
developed
through
an
enculturation
and
social
construction
process.

Enculturation
is
the
learning
process
through
observation,
limitation,
participation,
and

imitation
from
the
person's
cultural
elements.
Education
can
also
directly
affect
beliefs

(Pajares,
1992).
Through
these
processes,
beliefs
are
created
and
unaltered
unless
directly

challenged.
Like
a
self-‐fulfilling
prophecy,
“beliefs
influence
perceptions
that
influence

behaviors
that
are
consistent
with,
and
that
reinforce,
the
original
beliefs”
(p.
317).

“Beliefs
represent
what
we
think,
attitudes
what
we
feel,
and
values,
the
beliefs

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

42

and
attitudes
we
hold
strongly
enough
to
act
upon”
(Haberman,
1991,
p
25).

Our
values

are
developed
through
experiences
over
a
long
period
time;
then
through
continuous

affirmation
and
relations
with
significant
people
in
our
lives,
values
become
the
norm
for

which
we
make
decisions
(Haberman,
1991).
Beliefs
and
values
“are
caught
more
than
they

are
taught.
Through
intense,
long-‐term,
personal
interaction
with
significant
others
whose

lives
model
behaviors
that
seem
to
explain
the
world
and
give
it
meaning,
we
adopt
and

accept
the
values
that,
for
most
of
us,
serve
as
lifelong
guides
to
behavior”
(Haberman,

1991,
p.
26).

A
person’s
reality
and
view
of
the
world
is
socioculturally
created,
shaped
by

multiple
experiences
and
ongoing
interactions
with
various
peoples
throughout
a
lifetime

(Dedeoglu
and
Lamme,
2011;
Ozgun-‐Koca
and
Sen,
2006;
Pajares,
1992)
()
();
therefore,
a

pre-‐service
teacher
comes
into
teacher
programs
with
myriad
attitudes
and
beliefs
that

will
influence
his/her
judgment
and
decisions
in
the
classroom
(p.
470).
Life
experiences,

such
as
education,
family,
and
work
influence
teachers
to
become
effective
or
ineffective

(Haberman,
1991).
Consequently,
those
beliefs
inform
pre-‐service
teachers
how
a
subject

area
should
be
taught.
The
crucial
fact
is
that
teacher
beliefs
are
significant
indicators
of

success
in
the
classroom,
even
more
powerful
influencers
of
actions
than
teacher
education

programs
(Smith,
Moallem,
and
Sherill,
1997,
p.
41).
Thus,
it
is
imperative
to
understand

teacher
beliefs,
specifically
pertaining
to
diverse
populations,
how
beliefs
are
constructed,

and
how
these
can
be
positively
influenced.

Ambrose
et
al.
(2010)
posit
that
“student’s
prior
knowledge
can
help
or
hinder

learning”
(p.
13).
Students
are
not
“empty
slates”
but
a
complex
learner
with
varied

information
and
understanding
from
their
experiences,
values,
beliefs,
or
attitudes,
which

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

43

may
or
may
not
be
accurate
(p.
13).
It
has
been
proven
that
new
knowledge
is
connected
to

prior
knowledge;
however,
success
of
new
knowledge
acquisition
is
dependent
upon

accurate
or
sufficient
prior
knowledge
(p.
18).
Furthermore,
misconceptions,
inaccurate

prior
knowledge,
are
deeply
engrained
and
hard
to
correct
(pp.
24-‐25).
Ambrose
et
al.

suggest
the
following
steps
in
utilizing
student’s
prior
knowledge:
1)
activate
prior

knowledge,
2)
address
gaps,
3)
help
avoid
practicing
their
inaccurate
prior
knowledge,
and

4)
help
revise
and
develop
new,
accurate
prior
knowledge
(pp.
27-‐38).
The
following

review
of
literature
implicates
the
importance
prior
knowledge
of
teachers
and
follows

research
of
learning
theories
(prior
knowledge)
to
transform
and
develop
accurate
prior

knowledge.

Part
of
the
problem
is
that
pre-‐service
preparation
has
been
insufficient
in
teaching

new
teachers
how
to
develop
and
deliver
challenging
curriculum
for
diverse
groups.
The

majority
of
the
teachers
have
been
White,
with
a
middle-‐class,
suburban
background,
who

are
educated
through
a
predominantly
white,
monocultural
institution.
There
is
nothing
in

their
academic
path
that
challenges
their
limited
perceptions
(Swartz,
2003).

Pre-‐service
teachers’
beliefs
were
simple,
to
say
the
least,
in
regards
to
social
justice.

This
is
expected
since
pre-‐service
teachers
come
into
the
program
with
little
or
limited

experience
with
social
justice
concepts,
especially
pertaining
to
teaching
(Enterline,

Cochran-‐Smith,
Ludlow,
2008,
p.
282).
Smith,
Moallem,
and
Sherrill
(1997),
using
the

method
of
autobiography,
discuss
that
these
preconceptions
are
greatly
influenced
by
their

pre-‐service
teachers’
experience
with
gender
and
race
equality/inequality,
prior

educational
experience,
peers,
and
religion
(pp.
48-‐53).
Some
teachers
originally
were

taught
discrimination
by
family
but
currently
held
views
of
equality
or
were
influenced
to

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

44

change
their
beliefs
through
an
experience
with
people
of
different
cultural
backgrounds

(such
as
friends),
education,
travel,
or
a
personal
experience
of
discrimination
(pp.
56-‐58).

Repeatedly,
pre-‐service
teachers
wrote
about
how
their
views
of
certain
“groups”
changed

after
developing
a
positive
relationship
with
individual
members
of
that
group
(p.
58).
It
is

evident
that
prior
experiences
have
a
great
impact
on
teacher
beliefs,
especially
in
aspect
of

diversity.
Garmon’s
(2004)
study
of
pre-‐service
teacher
beliefs
found
that
these
beliefs

were
influenced
by
“experiential
factors”
such
as
cross-‐cultural
experiences,
exposure
to

different
cultural
backgrounds
(e.g.,
friendships,
dating,
sports),
education
(e.g.,
influences

of
teachers
and
colleges),
travel
(e.g.,
moving,
vacationing,
and
military
experience)
(p.

202),
and
personal
experience
with
discrimination
as
a
child
or
an
adult
(p.
54).
Within
the

theory
of
constructivism,
Sanger
and
Osguthorpe
(2010)
affirmed
that
new
knowledge
is

built
upon
prior
beliefs,
and
prior
knowledge
is
a
key
factor
in
the
effectiveness
of
building

new
knowledge
about
teaching
(p.
571).
Furthermore,
unlike
other
professions
like

medicine
or
law,
teachers
enter
the
profession
with
a
deeply
situated
preconception
about

teaching,
which
may
or
may
not
be
aligned
to
the
goals
of
multicultural
education
(pp.
572-‐
3).
Mansfeld
and
Volet
(2010)’s
study
also
revealed
that
pre-‐service
teacher’s
prior

experiences,
especially
experiences
with
negative
emotions,
played
a
crucial
role

throughout
the
teacher
preparation
on
motivation
and
diversity
(p.
1404).
In
their
study,

pre-‐service
teachers
views
on
motivation
and
student
achievement
were
greatly
influenced

by
their
prior
experiences;
these
beliefs
influenced
the
pre-‐service
actions
and
choice

during
field
experiences,
(pp.
1413-‐4).

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45

Changing
Belief
Systems

Pajares
(1992)
believed
that
“to
challenge
beliefs
is
to
challenge
the
person”
(p.

316).
Beliefs
that
are
set
early
in
life
become
harder
to
change;
a
newer
belief
is
most

vulnerable.
Individuals
hold
on
to
pre-‐set
beliefs
whether
they
are
correct
or
not
(Pajares,

1992).
Beliefs
become
a
"self-‐fulfilling
prophecy,"
which
inform
actions
and,
in
turn,
affirm

the
original
belief
(p.
317).
This
means
that
individuals
choose
to
cast
out
information
that

may
be
inconsistent
with
their
original
beliefs.
Studies
of
beliefs
have
been
relegated
to

philosophies
and
mysticism
because
it
is
truly
hard
to
change
beliefs.
Even
if
beliefs
are

undoubtedly
wrong,
individuals
do
not
choose
to
change
or
alter
their
previous
beliefs

(Pajares,
1992).

Changing
negative
beliefs
may
be
an
arduous
task.
Pajares’
(1992)
research
on

beliefs
demonstrates
how
difficult
it
may
be
to
change
teachers’
beliefs
(p.
309).
Since

beliefs
are
created
at
an
early
stage
in
life,
people
hold
on
to
preconceptions
rather
than

accept
new
knowledge
whether
it
is
true
or
not
(p.
317).
Then,
it
becomes
a
cyclical
process

where
prior
beliefs
influence
new
actions,
which,
in
turn,
encourage
original
beliefs
(p.

317).
In
addition,
original
beliefs
“are
unlikely
to
prove
unsatisfactory
unless
they
are

challenged
and
one
is
unable
to
assimilate
them
into
existing
conceptions
(p.
321);

therefore,
teachers’
negative
preconceptions
need
to
be
challenged
in
order
to
create

positive
set
of
beliefs
that
will
affect
their
teaching
decisions.

"Beliefs
are
unlikely
to
be
replaced
unless
they
are
proved
unsatisfactory,
and
they

are
unlikely
to
prove
unsatisfactory
unless
they
are
challenged
and
one
is
unable
to

assimilate
them
into
existing
conceptions"
(Pajares,
1992,
p.
321).
Assimilation
is
when
new

knowledge
is
incorporated
into
prior
belief.
Accommodation
is
when
prior
knowledge
is
in

THE
BELIEFS
AND
RELATED
PRACTICES
OF
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TEACHER
LEADERS

46

conflict
with
new
knowledge
and
the
prior
belief
needs
to
be
replaced
with
1)
new

information
should
be
an
anomaly;
2)
new
information
is
reconciled
with
existing
belief;
3)

learner
wants
to
reduce
the
inconsistencies
between
new
and
old;
4)
efforts
at
assimilation

was
unsuccessful;
5)
newly
accommodated
belief
needs
to
be
effective
(Pajares,
1992,
p.

321).

Bensimon
(2005)
illustrates
that
there
are
three
main
cognitive
frames
in
which
a

person
understands,
reasons
with,
and
responds
to
situations:
deficit,
diversity,
and
equity.

People
with
deficit-‐minded
cognitive
frames
believe
it
is
natural
for
minority
students
to

underperform
and
do
not
expect
any
more
from
them.
Teachers
hold
assumptions
about

student's
ability/inability
based
on
their
ethnicity,
language,
learning
disability,
and/or

socioeconomic
status.
Many
educators
who
have
a
deficit-‐minded
cognitive
frame

externalize
the
blame,
hence
the
attitude
of
“these
kids”
instead
of
“our
kids.”
Since
the

blame
is
on
the
children
and
their
cultural
background,
the
educator
cannot
do
anything
to

change
the
situation.
In
her
research,
Bensimon
(2005)
engaged
university
professors
in
a

cognitive
frame
change
by
using
data.
“The
disaggregated
data
serve[d]
as
the
medium

through
which
individuals
learn
about
unequal
outcomes
on
behalf
of
their
campuses”
and

deepens
the
learning
process
by
reaffirming
prior
positive
beliefs
or
challenging
their

negative
beliefs.
The
“hard
data”
created
a
dissonance
between
what
the
professors

believed
and
what
the
data
revealed.
Through
this
process,
“institutional
agents”
were
able

to
engage
in
a
reflective
learning
and
inquiry
about
their
beliefs
and
attitudes
that
may

create
inequitable
outcomes.

THE
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AND
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47

Gay
(2010)
expounds
that,
although
tackling
beliefs
is
uncomfortable
and
truthful

conversation
about
beliefs
may
be
sensitive,
it
is
an
absolute
necessity
in
teacher

preparation
programs
(p.
145).
She
goes
onto
state
that:

It
is
extremely
difficult
for
the
limited
experiences
in
multicultural
education
they

receive
to
dislodge
these
beliefs,
counteract
a
lifetime
of
socialization,
ethnically,

racially,
and
culturally
diverse
peoples.
Yet
the
need
is
imperative,
because
attitudes

and
beliefs
are
paramount
in
determining
instruction
behaviors.
(p.
150)

In
order
to
produce
effective
teachers
who
properly
serve
diverse
populations,
the

issue
of
beliefs
cannot
be
deterred.
Identifying
initial
teacher
beliefs
has
been
found
to
lead

to
positive
teacher
actions
in
the
classroom.
Stodolsky
and
Grossman’s
(2000)
study
of

teacher
beliefs
found
that
how
the
teacher
sees
the
purpose
of
school
and
education

influenced
his/her
susceptibility
to
change
and
serve
diverse
populations
(p.
130).

Teachers
who
were
open
to
change
prioritized
students’
personal
development
over

content
coverage,
fostered
interpersonal
skills
between
peers
and
with
teacher,
valued
a

balance
between
personal
and
social
development
with
academic
success,
developed

personal
relations
with
the
students,
and
encompassed
a
wide-‐range
of
evidence-‐based

instructional
repertoire
(pp.
130-‐145).
In
order
to
have
effective
and
long-‐sustaining

chance,
a
strong
learning
community
with
professional
collaboration
and
support
needed

to
be
in
place
(p.
168).

In
the
discussion
of
behavior
and
beliefs
change,
Banduras
(1977)
provides
pivotal

findings
on
the
study
of
self-‐efficacy,
which
can
be
understood
as
the
amount
of
energy
and

persistence
a
teacher
is
willing
to
put
into
any
given
situation
(p.
194).

In
order
to
change

teacher
beliefs,
self-‐efficacy
becomes
an
important
factor
because
a
teacher
who
possesses

THE
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48

high
self-‐efficacy,
along
with
strong
content,
curriculum,
and
pedagogical
knowledge,
is

more
open
to
change
and
adaptation
(Stodolsky
&
Grossman,
2003).
It
can
be
established

that
an
increase
in
self-‐efficacy
would
result
in
change
in
beliefs
and
actions.
According
to

Banduras,
there
are
four
influential
factors
in
personal
efficacy:
“performance

accomplishment,
vicarious
experiences,
verbal
persuasion,
and
physiological
state
(p.
195).

In
any
given
new
task
that
may
challenge
prior
beliefs,
a
teacher
needs
to
feel
successful
in

his/her
output
of
action
(performance),
receive
verbal
influence
through
encouragement,

collaboration,
and
coaching
coupled
with
an
observation
of
exact
behavior
modeled

(Stodolsky
&
Grossman,
2003).

In
short,
successful
outcomes
will
increase
self-‐efficacy
(p.

205);
when
translated
to
teaching
diverse
populations,
teachers
need
to
be
equipped
with

proper
strategies,
adequate
time,
support
and
modeling
to
practice,
and
experience
a

positive
outcome
for
their
efforts
and
persistence.

To
change
teacher
beliefs,
two
key
actions
must
take
place.
For
one,
it
is
crucial
to

have
a
deeper
understanding
of
the
teachers’
beliefs.
Secondly,
continuous
and
ongoing

teacher
support
needs
to
provide
opportunities
for
teachers
to
unveil
these
beliefs,

properly
identify
and
align
them
with
teaching
diverse
populations,
and
examine
the

appropriateness
of
it
in
an
independent
and
collaborative
setting
(Tanase
&Wang,
2010)

(Peterson,
Screiber,
&
Moss,
2011,
p.
27).
Providing
teachers
with
opportunities
that

identify
and
challenge
certain
beliefs
with
theory
and
research
would
force
negative
beliefs

to
be
modified
or
abandoned
(Peterson

et
al.,
2011).

There
is
also
a
strong
need
for

teachers
to
align
their
beliefs
to
a
theoretical
construct
of
one
of
the
world
views
(Schraw
&

Olafson,
2003).
The
purpose
is
not
to
impose
one
view
over
the
other,
but
for
the
teachers

to
analyze
the
effects
of
each
view
in
the
classroom
and
students
by
examining
the
strong

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49

implications
for
practice
(p.
212).
Overall,
directly
challenging
beliefs
allows
teachers
to

build
positive
beliefs
that
create
effective
teaching
decisions
(Peterson

et
al.,
2011)

Posner’s
(1982)
conceptual
change
model
proved
to
be
successful
in
creating
a

model
for
belief
change
in
pre-‐service
teacher
preparation
programs
(Gill,
Ashton,
&
Algina,

2004;
Larkin,
2012).
The
reoccurring
failure
in
teacher
preparation
programs
may
be

mainly
due
to
not
incorporating
theoretical
basis
in
regards
to
how
individual
knowledge

and
pedagogical
skills
specifically
pertain
to
students
of
diverse
backgrounds
(p.
6).

Posner’s
Concept
Change
Model
indicates
that
change
is
more
successful
when
new

evidence
provides
dissatisfaction
with
current
or
prior
knowledge.
But
first,
new

knowledge
needs
be
intelligible
–
learner
can
understand
it,
whether
they
agree
with
it
or

not;
plausible
–
knowledge
seems
likely
to
be
true
or
consistent
with
current
knowledge;
or

fruitful
–
the
knowledge
has
broad
applicability
(pp.
9-‐10).

The
Conceptual
Change
Model

has
some
strong
implications
for
the
teacher
preparation
program
in
changing
teacher

beliefs
and
actions,
specifically
aligning
to
teaching
diverse
populations.
This
is
a
tool
that

can
be
used
to
analyze
teachers’
current
beliefs
and
the
change
in
beliefs
throughout
the

program
(p.
27);
however,
triggering
dissatisfaction
in
beliefs
is
not
enough
to
sustain

change
and
the
model
in
it
of
itself
is
not
sufficient
(pp.
25-‐26)
without
support
to
maintain

the
change.

Gill
et
al.,
(2004)
use
epistemological
theory
to
challenge
the
view
that
knowledge
is

simply
constructed
and
the
belief
that
there
is
“one
way
to
solve
a
problem
and
that
the

teacher
is
the
sole
authority
on
what
that
way
should
be”
(p.
170).
Systematic
processing

states
that
in
order
to
affect
lasting
belief
change
the
person
has
to
undergo
a
methodical

deliberate
processing
of
change
(p.
170).
The
study
incorporated
augmented
activation
and

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refutational
text
to
change
pre-‐service
teachers’
epistemological
beliefs.
Augmented

activation
was
a
process
with
the
use
of
instructional
text
that
directly
conflicted
with

teacher’s
current
beliefs,
which
entailed
alerting
the
reader
that
the
text
they
are
about
to

read
will
challenge
their
current
beliefs,
and
directing
them
to
pay
attention
to
these

differences
(p.
168).
Refutational
Text
delivered
a
rebuttal
of
teachers’
current
beliefs
with

scientific
evidence
(p.
169).
The
research
concluded
that
the
intervention
was
successful
in

bringing
about
change
by
building
upon
current
beliefs
of
teachers
and
analyzing
those

beliefs
(pp.
178-‐180).

Their
theory
proved
to
align
with
Posner’s
theory
of
change
because

the
text
provided
challenge
to
teachers’
beliefs
by
providing
“logical
arguments
and

challenges
to
those
beliefs”
that
were
intelligible,
plausible,
and
fruitful
(p.
180).
A

theoretical
construct
was
utilized
in
both
studies
and
proved
to
be
helpful
to
providing
an

effective
change
model.

Going
to
college/education
was
the
second
most
influential
factor.
However,
pre-‐
service
teachers’
reflections
indicated
a
lack
of
sophistication
in
analyzing
their
own

beliefs,
specifically
how
it
translates
into
action
or
the
paradoxes
of
beliefs
versus
action

(Smith

et
al.,
1997).
Mansfield
and
Volet
(2010)
encourage
a
metacognitive
approach
may

encourage
pre-‐service
teachers
to
become
aware
of
their
own
beliefs
and
learning
and

address
past
experiences
and
previously
acquired
beliefs.
Here,
the
instructor
can
use
this

opportunity
to
reconcile
conflicting
beliefs
and
develop
a
positive
teacher
identity.
This

would
ensure
that
pre-‐service
teachers
adopt
positive
beliefs
while
eliminating
hazardous

preconceptions
and
biases
about
teaching
diverse
learners
(Mansfeld
&
Volet,
2010).

In
working
with
pre-‐service
teachers,
the
most
effective
avenue
to
influence
change

is
through
the
coursework,
specifically
through
diversity
courses.
Akiba
(2011),
using

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Brown’s
(1998)
four-‐phrase
approach
to
multicultural
development
of
self-‐examination,

cross-‐cultural
inquiry,
ethical
reflection,
and
multicultural
classroom
strategies,
found
that

a
diversity
course
had
positive
impact
on
changing
beliefs.
The
diversity
course

emphasized
several
importance
factors
in
effectively
delivering
such
course.
For
one,
there

was
strong
significance
in
the
classroom
acting
as
a
learning
community.
In
this

community,
then,
the
instructor
modeled
both
constructivist-‐approach
to
teaching
and

culturally-‐responsive
teaching.
Another
important
factor
was
engaging
pre-‐service

teachers
in
field
experience
for
the
understanding
of
diverse
students,
while
connecting

theory
with
practice,
and
providing
opportunity
for
reflection
through
connection
to
daily

life
and
examining
the
mismatch
of
beliefs
and
applicability
(Akiba,
2011).

After
reviewing
a
variety
of
qualitative
and
quantitative
beliefs
measurement
tools,

Pohan
and
Aguilar
(2001)
found
the
need
to
develop
a
new
measurement
that

incorporated
a
broader
spectrum
of
questions,
but
also
one
that
included
both
a

measurement
of
personal
and
professional
beliefs
on
diversity.
Then,
they
developed
a

beliefs
measurement
tool,
Personal
Beliefs
About
Diversity
Scale
and
Professional
Beliefs

About
Diversity
Scale
(15
items,
25
items)
to
measure
the
beliefs
of
teachers.
What
is
more,

what
pre-‐service
teachers
believe
becomes
a
screen
for
all
new
knowledge
acquired
during

their
coursework,
fieldwork
experience,
and
first
years
of
teaching
(Pohan,
1996).
This
may

then
influence
the
expectation
a
teacher
has
for
one
group
of
students
versus
another.

Teacher
education
programs
have
only
stressed
content
or
pedagogical
knowledge
without

addressing
the
significant
impact
of
beliefs,
which
are
equally
important
in
shaping
an

effective
teacher
(Pohan,
1996).
Teacher
education
programs
must
provide
a
wide
variety

of
experiences,
through
coursework,
field
experience,
and
reflection,
to
directly
and

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indirectly
affect
positive
beliefs
(Pohan,
1996).
Since
professional
beliefs
about
diversity

are
directly
linked
to
personal
beliefs,
it
is
crucial
for
teacher
education
programs
to
dive

deeper
into
unraveling
the
issues
of
oppression,
racism,
prejudice,
and
discrimination

(Pohan
&
Aguilar,
2001.

Another
importance
influential
factor
may
be
positive

opportunities
to
work
with
and
along
a
group
of
diverse
colleagues
(Pohan
&
Aguilar,

2001)
The
measurement
tool
developed
here
can
be
used
to
identify
initial
beliefs
as
well

measure
the
short-‐term
and
long-‐term
change/growth
of
beliefs
to
analyze
the

effectiveness
of
a
course,
program,
or
professional
development
(Pohan
&
Aguilar,
2001).

For
in-‐service
teachers,
professional
development
is
the
best
catalyst
for
teacher

perception
change
and
actions.
Effective
“school
leadership
[needs
to
create]
learning

opportunities
and
learning
space,
both
of
which
are
key
to
professional
development”
(p.

181).
Using
Guskey’s
theory
that
teachers
won’t
change
their
action
or
beliefs
until
their

current
beliefs
been
challenged
and
new
knowledge
are
presented
in
an
experiential

manner,
Gatt
(2009)
created
The
Piramide
Project,
which
was
a
“bottom-‐up”
approach
to

change
teachers’
perceptions
about
drama.
The
research
concluded
that
professional

development
makes
“shifts
[in]
perceptions
and
changes
practices
[because
teachers
are

able
to]
“witness
results”
as
they
implement
the
strategies
in
their
classrooms
with

students
(p.
181).
The
project
proved
to
be
effective;
however,
it
is
stated
that
the
ongoing

success
of
this
project
depends
on
institutional
and
leadership
support
(Gatt,
2009);
this

means
initial
change
is
not
an
indicator
of
ongoing
and
continuous
change.
Teacher
support

is
needed
to
maintain
this
positive
change,
and
teacher
leaders
must
provide
support
and

learning
space,
initially
through
professional
development
and,
then,
through
ongoing
one-‐
on-‐one
or
small-‐group
support.

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Cultural
differences
should
be
celebrated
and
embraced
at
all
educational
levels

(Hachfeld

et
al.,
2011).
One
particular
element
to
include
into
teacher
preparation
courses

is
a
cross-‐cultural
experience
where
teachers
can
positively
interact
with
diverse
groups
of

people
(Pohan,
1996).
To
incorporate
an
explicit
multiculturalism
education
component

within
the
teacher
preparation
program
and
engage
pre-‐service
teachers
in
positive
beliefs

to
support
diverse
learners,
some
possible
avenues
may
be
to
provide
cross-‐cultural

friendships
by
creating
experiences
which
involves
persons
of
diverse
cultures,
different

religious
groups
and
practices,
and
diverse
field
placements
(Dedeoglu
&
Lamme,
2011)

The
need
for
institutional
support
is
further
corroborated
by
Achinstein
and

Ogawa’s
(2011)
recent
research
on
teachers
as
change
agents.
In
addition
to
an
initial

opportunity
to
identify
and
examine
beliefs,
ongoing
support
to
continuously
align
beliefs

with
practice
needs
to
be
in
place
to
ensure
effective
teachers.
The
research,
consisting
of

two
female
Mexican-‐American,
novice
teachers,
found
that,
in
order
for
teachers
to
become

change
agents
(in
their
classrooms),
they
first
have
to
undergo
a
change.
Two
teachers
with

similar
background
had
different
end-‐results;
one
became
a
highly
effective
teacher
while

the
other
failed
to
flourish
due
to
a
lack
of
community
and
opportunity
for
professional

collaboration
(Achinstein
&
Ogawa,
2011).
The
research
refers
to
the
importance
of
the

“Spectrum
of
Organizational
Contexts:
social
capital,
human
capital,
multicultural
capital,

and
power
structures
and
relations”
(p.
16)
in
indicating
the
success
of
a
teacher
in
an

urban
school
setting.
One
teacher
became
a
culturally
and
linguistically
relevant
teacher

who
taught
in
a
school
that
had
a
vision
directly
connected
to
cultural
and
linguistic

responsiveness
and
provided
relationships
(through
peer
collaboration
and
mentorship)

that
help
navigate
through
the
social
and
power
barriers
(Achinstein
&
Ogawa,
2011).

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In
order
to
better
support
a
culturally
and
linguistically
diverse
population,
the

beliefs
and
attitudes
of
teachers
must
be
identified
in
order
eliminate
stereotypes,
biases,

and
low
expectations
teachers
may
bring
to
the
profession
(Pohan
&
Aguilar,
2001).

Positive
Beliefs

Teacher
knowledge
and
beliefs
are
both
essential
aspects
of
effective
teaching.
It
is

essential
to
understand
what
effective
teachers
believe.
In
general,
teachers
should
have

knowledge
on
the
following
five
areas:
“pedagogical
knowledge,
knowledge
of
children,

content
knowledge,
management
and
organizational
knowledge,
and
knowledge
of
self
and

others”
(Fives
and
Buehl,
2008,
pp.
142-‐152).
California
Standards
for
the
Teaching

Profession
(2009)
writes
that
effective
teachers
encompasses
all
of
the
following
traits:

(1)
ethical
concern
for
children
and
society;
(2)
extensive
subject
matter

competence;
(3)
thoughtfully
selected
pedagogical
practices;
and
(4)
a
depth

of

knowledge
about
their
students,
including
knowledge
of
child
and
adolescent

development
and
learning;
an
understanding
of
their
individual
strengths,
interests,

and
needs;
and
knowledge
about
their
families
and
communities.
(p.
1)

The
state’s
teacher
expectations
are
measured
on
six
key
standards
that
include

supporting
learning
for
all
students,
effective
environment,
subject
matter
competency,

pedagogical
repertoire,
using
of
a
variety
of
assessments,
and
developing
as
a
professional

through
self-‐reflection
and
collaboration
(p.
3).
Furthermore,
the
California
Department
of

Education
(CD),
California
Commission
Teaching
Credentialing
(CCTC),
and
the
New

Teacher
Center
(NTC)
collaborated
to
create
California’s
Continuum
of
Teaching
Practice

(2009)
to
promote
professional
growth
and
diversity
by
enunciating
the
importance
of

“self-‐reflection,
goal-‐setting,
and
inquiry
into
the
practice”
(p.2).

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55

As
noted
earlier,
California’s
state
standard’s
first
expectation
of
effective
teachers
is

the
“ethical
concern
for
children
and
society,”
which
simply
means
teaching
for
social

justice.

Enterline,
Cochran-‐Smith,
and
Ludlow
(2008)
write
that
“teaching
for
social
justice

includes
the
pedagogical
strategies
and
methods
teachers
use,
but
also
involves
what
they

believe,
how
they
think
about
their
work
and
its
larger
connections”
(p.
270).
Popp,
Grant,

and
Stronge’s
(2011)
study
on
what
distinguished
highly
effective
teachers
found
that

these
teachers
“believe[d]
that
they
can
make
a
difference
in
the
lives
of
their
students,”

which
correlates
to
teacher’s
self-‐efficacy,
the
belief
that
they
are
capable
of
doing

something
(p.
278).
Qualitative
analysis
detailed
the
following
as
essential
characteristics

of
effective
teachers
of
students
with
diverse
needs:
affective
needs
(which
can
be

understood
as
relation-‐building,
caring
for
the
whole
child,
nurturing,
and
motivating)
and

academic
needs
are
intertwined,
frequency
and
variety
of
assessments
are
important
in

meeting
student
needs,
meeting
student’s
basic
physical
and
emotional
needs
are
an

equally
important
job
of
the
teacher,
setting
high
expectations,
and
multiple
ways
of

measuring
success
(pp.
284-‐285).
Interviews
also
indicated
that
teachers
had
high
self-‐
efficacy,
the
belief
that
they,
alone,
could
make
a
difference
in
the
students’
lives
(p.
287).

Gentry,
Steengergen-‐Hu,
and
Choi
(2011)
conducted
student
surveys
and
interviews

to
identify
exemplary
teachers.
The
study
presented
underlying
themes
of
personal
interest

in
students,
high
expectations,
meaningful
learning
experiences,
and
passion
for
teaching

and
students
(p.
116).
These
effective
teachers
were
involved
in
the
personal
lives
of
their

students,
either
through
coaching
or
staying
after
school.
They
took
the
time
to
build

relationships
and
get
to
know
the
students
(pp.
117-‐118).
They
also
had
high
expectations

for
students
regardless
of
their
race
or
background
(p.
118).
Teachers
also
made
learning

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meaningful
and
relevant
to
the
students’
lives;
there
was
a
real
connection
and
applicability

to
what
was
learned
in
the
classroom
to
their
immediate
lives
(p.
119).
Lastly,
teachers

showed
a
passion
for
teaching,
the
moral
and
honorable
aspect
of
teaching,
sometimes

calling
it
their
purpose
on
earth
(p.
120).
Similar
to
other
research
findings,
these
teachers

indicated
high
self-‐efficacy;
they
believed
that
they
could
make
a
difference
in
their

students’
lives.
It
is
this
belief
that
drove
their
passion
for
teaching
(p.
120).

Nieto
(2005)
highlights
five
qualities
of
effective
teachers
who
promote
diversity:

the
desire
to
serve
a
diverse
population;
empathy
for
students’
lives,
their
experiences
and

culture,
and
dignity
as
a
human
being;
the
courage
to
question
conventional
ways,
which

may
include
challenging
political
or
systematic
barriers;
is
flexible
and
has
the
vision
go

beyond
current
framework,
along
with
a
passion
for
equality
and
social
justice.

In
addition,
Haberman’s
(2011)
extensive
research
on
teacher
beliefs
lists
essential

characteristics
of
effective
teachers,
referred
to
as
“star”
teachers.
First
and
foremost,
an

effective
teacher
has
the
ability
to
understand
and
work
alongside
bureaucracies,

successfully
navigating
through
the
political
or
systematic
barriers
that
may
sometimes

limit
the
success
of
a
teacher
with
students.
Secondly,
effective
teachers
fully
accept
the

responsibility
of
teaching
all
students,
especially
of
diverse
populations;
this
responsibility

rests
solely
on
the
teacher,
instead
of
imposing
in
on
the
school,
home,
or
other
possible

barriers.
Effective
teachers
also
deliver
a
connected
and
rigorous
instruction,
while

troubleshooting
academic
inadequacies
without
blaming
external
factors.
They
also
believe

that
success
in
school
is
crucial,
not
just
for
college,
but
also
for
a
fulfilled
life;
therefore,

they
practice
the
beliefs
that
the
purpose
of
school
is
more
than
just
academic.
Another

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important
quality
of
an
effective
teacher
is
the
ability
to
approach
every
problem
as
a

learning
opportunity,
exploring
for
answers
with
a
constructivist
approach
(pp.
1-‐3).

Garmon
(2010)
explores
six
attitudes
a
teacher
must
possess
in
order
to
change
and

learn
throughout
his/her
career:
openness,
self-‐awareness/self-‐reflectiveness,

commitment
to
social
justice
(passion
to
change
the
world),
importance
of
experience,

intercultural
experience
through
school
or
work,
educational
experience
in
undergraduate

or
teacher
education
programs,
and
support
group
experiences
(pp.
276-‐282).

Teaching
Culturally
and
Linguistically
Diverse
Students

Teachers
and
teacher
educators
must
respond
to
the
growing
diversity
in
education.

Effective
teaching
of
diverse
students,
or
culturally
responsive
teaching,
requires
teachers
to

engage
in
self-‐reflection,
analysis
of
the
existing
power
structure,
and
an
evaluation
of
the

inequities.
A
culturally
responsive
teacher
might
have
to
change
the
way
s/he
understands

and
perceives
diversity,
shifting
from
viewing
difference
as
a
deficit
to
an
asset
in
learning

(Garcia

et
al.,
2010).

Multicultural
education
is
a
complex
concept
driven
by
multiple
factors
and

influenced
by
sociocultural
and
political
influences
(Cochran-‐Smith,
2003).
and

taking
action
to
meet
the
social,
emotional,
and
academic
needs
of
culturally
diverse

groups
of
students
often
means
questioning
assumptions,
including
beliefs
about

student
motivation
and
potential
for
achievement,
families’
capacities
for

supporting
children’s
learning,
the
appropriateness
of
the
curriculum,
and
the

efficacy
of
teachers
in
ameliorating
what
often
appear
to
be
insurmountable

problems.
(Cochran-‐Smith
&
Lytle,
1992,
p.
111)

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Increasing
cultural
diversity
demands
teachers
become
critical
and
complex
thinkers
who

identify
and
examine
the
many
structural
inequities
affecting
diverse
populations;
after

examination,
teachers
must,
then,
challenge
these
inequities
by
take
actions
to
improve

education
and
life
choices
for
the
sake
of
the
students
(Cochran-‐Smith,
1992).

The
principles
of
multicultural
education
(MCE)
are
cultural
pluralism,
which

believes
in
the
democratic
right
for
each
group
to
hold
on
to
its
own
culture
and
language;

values
of
social
justice
to
end
multiple
prejudice
and
discrimination;
inseparable

connection
of
culture
in
teaching
and
learning;
and
educational
equity
for
all
children

(Bennett,
2001).

Multicultural
education
is
the
“principles
of
cultural
pluralism,
social

equity
for
racial
and
ethnic
minorities,
the
importance
of
culture
in
teaching
and
learning,

and
high
equitable
expectations
for
student
learning
provide
the
basic
premises
and

philosophy
that
underlie
multicultural
education
and
the
genres
of
research”
(Bennett,

2001,
p.
174).

Bennett
(2001)
explores
four
clusters
of
multicultural
education,
which
are

curriculum
reform,
equity
pedagogy,
multicultural
competence,
and
societal
equity.

Curriculum
reform
states
that
knowledge
is
constructed
and
challenges
the
Eurocentric,

monocultural
approach
to
education.
It
enables
teachers
and
students
to
examine
and

challenge
biases
in
curriculum.
Equity
pedagogy
believes
that
all
children
have
the

capability
to
learn
and
the
civic
duty
of
public
education
to
enable
all
children
to
reach
their

fullest
potential;
in
this
cluster,
class
and
school
climate
and
cultural
styles
of
teaching
and

learning
are
especially
important
to
student
achievement.
Multicultural
competence
aims
to

reduce
prejudice
and
discrimination;
it
promotes
identity
development
by
fostering
home

culture
while
adopting
and
transcending
multiple
cultures.
Societal
equity
believes
that

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59

teaching
is
social
and
just
endeavor
that
demand
educators
to
advocate
positive
education

reform
that
aligns
to
the
democratic
values
(Bennett,
2001).

Teaching
is
a
moral
and
ethical
value
in
order
to
improve
students’
life
chances

through
rich
learning
opportunities
by
challenging
systematic
inequities
(Cochran-‐Smith

et
al.,
2009).
Teacher
education
programs
need
to
incorporate
social
justice
components
to

positively
influence
teachers’
beliefs
and
actions
regarding
diverse
student
populations.

Multicultural
education
is
an
integral
part
of
teaching
in
a
democratic
society;
it
enhances

students’
learning
and
chance
at
a
better
life.
Learning
about
social
justice
helps
teachers

recognizes
the
underlying
educational
inequities
for
culturally
and
linguistically
diverse

students,
the
disparities
of
opportunities
or
resources
for
minority
or
low-‐income
students

(Cochran-‐Smith,
Shakman,
Jong,
Terrel,
Barnatt,
McQuillan,
2009).

Social
justice
component
teaches
an
“amalgam
of
knowledge,”
which
includes
posing

critical
questions
about
policies,
structures,
and
practices
(Cochran-‐Smith

et
al.,
2009).

Social
justice
teaching
guides
teachers
to
accept
truth
as
open-‐ended,
utilizing
critical

thinking,
taking
multiple
viewpoints
instead
of
accepting
knowledge
as
an
arbitrary
truth

(Cochran-‐Smith

et
al.,
2009).
It
supports
teachers
to
deliver
student-‐centered
instruction,

build
relationships
with
students,
and
become
an
advocate
for
minority
groups
by

navigating
sociocultural/political
inequities
(Cochran-‐Smith

et
al.,
2009,
p.
356).
It
allows

teachers
the
foundational
ideology
of
not
leaving
any
child
behind,
the
commitment
for

students
greater
than
the
content
or
subject.
Teacher
education
programs
need
to

incorporate
social
justice
components
to
positively
affect
teachers’
beliefs
and
actions

about
diverse
student
populations.

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Collaboration
among
teachers
allows
teachers
to
examine
their
own
views
and

uncover
stereotypes
or
practices
that
may
be
negative
toward
certain
student
groups.

“Taking
action
to
meet
the
social,
emotional,
and
academic
needs
of
culturally
diverse

groups
of
students
often
means
questioning
assumptions,
including
beliefs
about
student

motivation
and
potential
for
achievement,
families’
capacities
for
supporting
children’s

learning,
the
appropriateness
of
the
curriculum,
and
the
efficacy
of
teachers
in
ameliorating

what
often
appear
to
be
insurmountable
problems”
(Cochran-‐Smith
&
Lytle,
1992).

Increasing
cultural
diversity
demands
teachers
become
critical
and
complex
thinkers
who

identify
and
examine
the
numeral
inequities
affecting
diverse
populations;
after

examination,
teachers
must,
then,
challenge
these
inequities
by
taking
actions
to
improve

education
and
life
choices
for
the
sake
of
the
students
(Cochran-‐Smith,
1992).

Teachers
need
social
science
knowledge
about
their
own
society
and
knowledge

about
diverse
cultures,
pedagogical
sophistication
to
be
able
to
teacher
diverse
population,

and
content
knowledge
to
deliver
rigorous
and
meaningful
layers
of
knowledge
(Banks,

1991).
Teachers
may
approach
teaching
with
negative
biases
and
preconceived
notions
of

students
of
color.
“Teachers
are
human
beings
who
bring
their
cultural
perspectives,

values,
hopes,
and
dreams
to
the
classroom.
They
also
bring
their
prejudices,
stereotypes,

and
misconceptions”
(Banks,
1991,
139);
these
beliefs
inform
their
actions
in
the
classroom

and
interaction
with
students.
Teachers
need
an
understanding
of
how
knowledge
is

perpetuated
through
the
dominant
society
and
driven
by
political
agendas;
teachers
have
a

social
and
ethical
calling
to
empower
the
powerless
and
victimized
groups.
It
helps

teachers
to
see
that
underachievement
of
minority
students
might
be
attributed
to
factors

such
as
social
inequities,
academic
placement,
and
cultural
stigmas
(Banks,
1991).
What
the

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teacher
believes
about
a
certain
student
informs
and
guides
the
decision
he
or
she
will

make
about
curriculum,
instruction,
and
students’
ability.
Self-‐reflection
and
identification

of
own
beliefs
are
the
start
of
an
effective
socially-‐just
teacher
who
can
understand

students
with
various
cultures
and
support
the
different
academic
needs
(Banks,
1991).

Through
Bank’s
six
stages
of
ethnic
development,
teachers
can
gain
(1)
ethnic
psychological

captivity,
(2)
ethnic
capsulation,
(3)
ethnic
identity
clarification
(4)
Biethnicity
(5)

Multiethnicity
and
multinationalism,
and
(6)
Globalism
and
global
competency.
This

enables
every
teacher
to
move
from
negative,
deficit
beliefs
about
diverse
student
groups

to
a
more
sophisticated
understanding
of
self
and
appreciation
for
cultural
diversity.

Because
of
the
demographic
shifts,
there
is
a
pressing
need
to
help
all
teachers

develop
skills,
knowledge,
and
sophistication
to
work
with
all
diverse
students.
Teachers

need
support
in
teaching
diverse
students
or
they
will
rely
on
biases
and
misconceptions

(Achinstein
&
Athanases,
2005).
With
diverse
learners,
the
“major
focus
of
the
education
of

all
teachers
[is
to]
help
them
to
receive
the
knowledge,
skills,
and
attitudes
needed
to
work

effectively
with
students
from
diverse
racial,
ethnic,
and
social-‐class
groups”
(Banks,
1991,

p.
136).
Multicultural
education
builds
upon
sociocultural
learning
theory
and
the
skills
of

transformative
leadership
in
order
to
support
teachers
educate
culturally
and
linguistically

diverse
students.

The
Role
of
Effective
Teacher
Leaders

“[Teachers]
are
leaders
and
intellectual
who
can
make
a
difference
in
their
schools

and
profession
[…],
who
formally
and
informally
acquire
leadership
positions
[to]
make

change
happen”
(Lieberman
&
Miller,
2005,
p.
153).
Teacher
leaders
may
engage
in
explicit

and
implicit
roles
of
leadership.
Teachers
may
be
leaders
in
the
classroom
by
continuously

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conducting
self-‐reflection,
accepting
student
and
teacher
differences,
and
publicizing
own

pedagogical
practices,
beliefs
and
visions
about
teaching
(Lieberman
&
Miller,
2005).

Teacher
may
also
act
as
mentors
by
directly
targeting
teachers'
beliefs
(Mansfield
&
Volet,

2010)
or
deliver
professional
development
to
affect
growth
and
change
in
teachers
and

school
reform
(Lieberman,
1995).

The
Teacher
Leadership
Exploratory
Consortium
(2011)
explains
teacher
leaders
to

hold
formal
or
informal
roles.
In
short,
effective
teacher
leaders
are
“respected
by
their

peers,
being
a
continuous
learner,
being
approachable,
and
using
group
skills
and
influence

to
improve
the
educational
practice
of
their
peers.”
Teacher
leaders
collaborate
with
school

administrators
to
maximize
each
other’s
potential
influence.
By
collaborating
with

administrators,
teacher
leaders
can
“shift
the
culture
of
schools”
to
a
positive
climate
by

reorganizing
some
of
the
structures
and
reestablishing
distributed
leadership
roles
(pp.
11-‐
12).
Ultimately,
teacher
leaders
positively
affect
student
achievement
by
influencing
the

actions
of
other
educators.

Teacher
Leadership
Exploratory
Consortium’s
(2011)
Teacher
Leader
Model

Standards
consists
of
seven
domains:

Domain
I:

Fostering
a
collaborative
culture
to
support
educator
development

and
student
learning.

Domain
II:

Accessing
and
using
research
to
improve
practice
and
student

learning.

Domain
III:

Promoting
professional
learning
for
continuous
improvement.

Domain
IV:

Facilitating
improvements
in
instruction
and
student
learning.

Domain
V:

Promoting
the
use
of
assessment
and
data
for
school
and
district

improvement

Domain
VI:

Improving
outreach
and
collaboration
and
families
and
community

Domain
VII:

Advocating
for
student
learning
and
the
profession

Having
a
positive
impact
on
student
learning
is
the
ultimate
role
of
teacher
leaders.

Teacher
leaders
are
able
to
improve
student
achievement
by
supporting
other
educators

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through
collaboration,
using
research
and
data,
facilitating
continuous
professional
growth

of
self
and
others,
being
a
model
classroom
teacher,
connecting
with
the
community
and

family,
and
advocating
for
the
students
(pp.
14-‐19).

Teacher
leaders
create
a
school
culture

that
promotes
“collaboration,
sharing
of
practice,
leadership
from
the
classroom”
and

sharing
the
responsibility
for
impacting
student
learning”
(pp.
22).

Lieberman
(1988)
defines
the
role
of
teacher
leadership
as
“building
trust
and

rapport,
making
an
organizational
diagnosis,
building
skill
and
confidence
in
others,
using

resources,
dealing
with
the
change
process,
and
managing
the
work”
(p.
6).
“Teacher

leadership
was
defined
as
“the
process
by
which
teachers…influence
their
colleagues,

principals,
and
other
members
of
the
school
community
to
improve
teaching
and
learning

practices
with
the
aim
of
increased
student
learning
and
achievement
(Teacher
Leadership

Exploratory
Consortium,
2008,
p.10).
Teacher
leaders
challenge
and
support
teachers
to

become
researchers
of
their
own
learning.
In
order
to
meet
the
challenges
of
diverse

learners,
teacher
leaders
support
their
colleagues
to
investigate
their
own
personal

histories
and
identify
cultural
differences
(Cochran-‐Smith
&
Lytle,
1992).
Teacher
leaders

can
increase
other
teachers’
“cultural
framework”
through
inquiry
by
navigating
teaching

situations
from
different
perspectives
of
the
students
and
teachers.

Teacher
leaders
support
other
teachers
to
advocate
for
culturally
and
linguistically

diverse
students
navigate
through
sociocultural
and
political
barriers
in
educational

settings.
As
transformational
leaders,
teacher
leaders
transform
teacher
beliefs

(Madhlangobe
&
Gordon,
2012;
Severson-‐Drago,
2012;Thoonen

et
al.,
2011).

Teacher

leaders
foster
and
build
positive
culture,
use
research
to
guide
their
actions,
promote

professional
learning,
support
instruction
that
best
promotes
student
learning,
use
data

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and
assessment
to
drive
action,
build
relationships
with
communities
and
families,
and

focus
on
student
learning
as
the
primary
goal.
“Teachers
are
often
untapped
resources
for

change
and
improvements
in
schools”
(Teacher
Leadership
Exploratory
Consortium,
2008,

p.
25).
Through
informal
and
formal
roles,
teachers
act
as
leaders
at
their
site
by
building

professional
relationships
with
administrators,
other
leaders,
and
teachers
to
advocate

positive
change
for
students
in
order
build
learning
opportunities
for
students
as
well
as

teachers.

Effective
leaders
“focus
intentionally
on
the
educational
results
or
outcomes”
of

diverse
populations
(Bensimon
2005
p.
102).
They
continuously
interrogate,
analyze,
and

challenge
possible
inequalities
in
the
classroom
and
institution.
They
are
also
cognizant
of

the
impact
an
individual’s
beliefs
and
attitudes
on
promoting
or
hindering
equity
for

diverse
learners
(Bensimon,
2005).

Engaging
in
an
active
process
of
inquiry
entails
looking
into
teaching
practice
with

deep
analysis
(Cochran-‐Smith
&
Lytle,
1999;
Lieberman
&
Pointer
Mace,
2009;
Rodgers,

2002).
The
skill
of
inquiry
is
to
“see”
the
practice
with
an
acute
attention
to
detail
while

being
present
in
the
complexities
(Rodgers,
2002)
and
“developing
an
awareness
that

racial
and
ethic
pattern
of
inequalities
exist”
(Bensimon,
2005,
105).
The
purpose
of

inquiry
is
to
“make
visible
and
problematic
the
various
perspectives
[…]
while
researchers

frame
their
questions,
observations,
and
interpretations
of
data
(Cochran-‐Smith
&
Lytle,

1999,
p.288).
In
this
way,
teacher
leaders
engage
in
the
opportunity
to
better
their
own

practice
while
inviting
colleagues
to
join
a
community
of
collaboration
and
life-‐long

learning
(Lieberman
&
Pointer
Mace,
2009).
Teachers,
as
teacher
leaders,
create
new

knowledge
by
using
their
own
practice,
colleagues,
and
classrooms
to
investigate
and

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65

critically
analyze
while
incorporating
relevant
theory
and
research
to
constantly
improve

the
practice
(Cochran-‐Smith
&
Lytle,
1999).
In
order
partake
in
inquiry,
teacher
leaders

must
build
trust
and
rapport
and
build
skill
and
confidence
of
other
teachers
while
using

resources
(available
and
unavailable)
by
navigating
the
bureaucratic
and
systematic

barriers
(Lieberman
&
Miller,
2005).
The
practice
of
inquiry
entails
a
stance
of
lifelong

learning,
being
public
about
own
knowledge
and
beliefs,
creating
opportunities
to
lead,

participating
in
a
community
of
collaboration,
having
an
awareness
of
cultural
influences,

and
an
ability
to
have
an
impact
on
teacher
and
student
learning
alike
(Lieberman
&
Miller,

2005;
Rodgers,
2002).

Rodgers
(2002)
encourages
teacher
leaders
to
practice
the
cycle
of
reflection.

Teacher
leaders
engage
in
self-‐reflection
to
model
the
strategies
and
effect
of
the
reflective

cycle
in
practice.
Learning
to
“pay
attention”
or
be
in
the
moment
is
important
in
the

teaching
profession.
The
reflective
cycle
is
a
structured
process
of
reflection
where
the

teacher
learns
to
be
“present
in
the
moment”
and
slow
down
their
thinking.
Rodger
states

that
“the
more
a
teacher
is
present,
the
more
she
can
perceive;
the
more
she
perceives,
the

greater
the
potential
for
an
intelligent
response”
(p.
234).
In
turn,
teachers
are
able
to
turn

the
focus
from
themselves
(teacher)
to
student’s
learning.
The
first
step
of
reflection
is
to

“describe
the
experience”
in
which
learning
is
supposed
to
take
place.
By
describing
the

situation
from
a
researcher
lens,
the
observers
need
to
discount
personal
emotion

connection
to
the
collection
of
the
experience.
Rodgers
(2002)
discusses
how
important

but
often
difficult
this
phase
is
for
educators,
as
most
are
quick
to
jump
to
solving
before

thoroughly
describing.
The
second
step
is
to
thoroughly
analyze
the
experience
by

examining
the
reason
behind
what
is
happening.
The
third
cycle
of
reflection
utilizes

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66

research
and
evidence
to
experiment
a
solution.
Then,
during
the
experimentation,
a
new

experience
is
described,
and
the
process
of
reflection
repeats.
The
process
of
reflection
has

to
be
systematic,
purposeful,
and
rigorous
in
thought
(Rodgers,
2002).
By
engaging
in
a

cycle
of
reflection,
teacher
leaders
are
able
to
objectively
gather
evidence,
make
informed,

researched-‐based
decisions,
and
use
inquiry
to
inform
the
knowledge
of
teaching.

Leaders
who
are
present
in
the
moment
do
not
assume
students
are
learning
but

know
through
a
process
of
inquiry
what
they
(students)
know
and
how
they
are
learning
it

(Rodgers,
2002,
p.
236).
The
reflective
cycle
is
being
present
in
the
experience,
description

of
experience,
analysis
of
experience,
and
experimentation.
“Reflection
demands

community
and
the
diverse
perceptive
on
practice
that
community
brings”
(p.
233)
and

stresses
that
the
student’s
learning
should
guide
teaching.
The
reflective
cycle
emphasizes

the
importance
on
description
and
analysis
versus
solution;
therefore,
learning
occurs

through
the
act
of
engaging
in
the
reflective
cycle,
not
the
action
of
solving
a
problem.
The

process
of
reflection
is
important
for
teacher
leaders
as
they
facilitate
transformation
in

other
teachers.

Using
“inquiry
stimulates,
intensifies,
and
illuminates
changes
in
practice”
by

making
teaching
problematic
(Cochran-‐Smith,
1992,
p.
105).
By
making
the
practice

problematic,
the
teaching
profession
is
accepted
as
complex.
Teacher
leaders
“learn
to

adapt,
adjust
and
construct
approaches
to
teaching
and
learning
in
the
ongoing
question
to

be
better
informed
about
practice”
(6,
2005,
p.
31).
Loughran
(2006)
describes
teaching
as

an
individual
journey
of
growth.
Teacher
leaders
support,
mentor,
and
model
growth
of

individual
teachers.

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At
the
same
time,
knowledge
needs
to
become
problematic,
not
accepted
as
the

arbitrary
truth.
In
effect,
teachers
learn
to
challenge
systematic
inequities.
Loughran

(2006)
affirms
that
disturbing
the
practice,
or
making
teaching
problematic,
can
become
a

“catalyst
for
growth
and
enhancing
understanding
of
teaching
learning”
(p.
53).
Creating

dissonance
in
the
teacher’s
experience
is
the
beginning
step
for
teachers
to
think
positively

about
diverse
students
(Bensimon,
2005).
Teacher
leaders,
then,
are
not
afraid
to
speak
the

truth,
challenge
negative
beliefs
and
actions,
by
appropriately
using
experience,
research,

and
data
to
challenge
the
practice
of
teaching.

“Teacher
educators
push
the
boundaries
of
their
own
practice
in
making
their

professional
knowledge
clear
and
explicit
for
their
students
of
teaching”
by
making
the

“tacit
explicit”
and
modeling
metacognition
as
leaders
engage
in
the
process
of
inquiry
and

reflective
cycle
(Loughran,
2006).
Effective
teacher
leaders
are
able
to
deconstruct
their

beliefs,
attitudes,
and
actions
by
examining
each
subtleties.
This
“unpacking
of
the

professional
knowledge”
expands
the
leader’s
own
knowledge
of
teaching
about
teaching

(Loughran,
2006).
Through
a
process
of
explicit
metacognition,
or
“think-‐aloud”
allows

other
teacher
to
see
into
the
practice
of
effective
teacher
and
teacher
leader.
Teacher

leaders
mentor
and
model
effective
leadership
“by
talking
aloud
about
teaching
in
action,”

making
their
knowledge
accessible
to
their
colleagues
(Loughran,
2006).

Teacher
leaders
collaborate
and
engage
in
action,
instead
of
waiting
until
theorists

or
policy-‐makers
create
a
solution
for
the
profession.
Loughran
(2006)
believes
that

“teachers
working
together,
collaborating
and
teaming
in
ways
that
provide
professional

support
for
one
another
leads
to
improvements
in
practice
as
the
sharing
with,
and

learning
from,
one
another
offers
meaningful
ways
of
framing
and
reframing
existing

THE
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practice”
(p.
57).
Collaboration
is
a
beneficial
venue
for
teachers
to
come
together
to

analyze
student
achievement,
but
also
analyze
their
own
beliefs
and
attitudes,
through
a

process
of
inquiry.
Through
think-‐alouds,
teacher
leaders
model
beliefs
and
actions
that

support
diverse
populations
by
making
practice
explicit
(Loughran,
2006).
Teachers
must

work
together
to
construct
their
knowledge,
reflect
on
their
practice,
and
engage
in

research-‐based
literature.
Exploring
literature
allows
teachers
to
identify
discrepancies

with
their
current
practice
and
the
theory
proves.
Collaboration
among
teachers
allows

teachers
to
examine
their
own
views
and
uncover
stereotypes
or
practices
that
may
be

negative
toward
certain
student
groups.
Teacher
leaders’
role
is
to
help
facilitate
the

context,
tools,
and
collaboration
of
colleagues
(Cochran-‐Smith
&
Lytle,
1992).

Teacher
leaders
must
understand
that
learning
is
bidirectional
between
teachers

and
teacher
educators
(Cochran-‐Smith
&
Lytle,
1992).
Teacher
educators
and
researchers

can
learn
about
teaching
from
teachers
through
observation,
oral
reports,
or
informally

written
witness
statements
(e.g.
journals).
Experienced
teachers
increase
their
pedagogical

knowledge
by
learning
to
inquire
and
question.

Effective
teacher
leaders
are
integral
part
of
the
education
system
in
order
facilitate

sociocultural
learning
for
teachers.
Through
the
foundation
of
sociocultural
learning

theory,
transformative
leadership
skills,
and
multicultural
education,
teachers
will
be

supported
to
become
culturally
responsive
in
teaching
culturally
and
linguistically
diverse

students.

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Table
3

Literature
Review
Chart

Category
Highlights
Findings
Authors

English
learners
Increasing
enrollment
of

English
learners,

especially

Hispanic/Latino
students.

English
learners
have
an

achievement
gap

compared
to
their

counterparts.

Most
English
learners
are

American-‐born
and
are

mostly
classified
as
Long-‐
Term
English
learners.

Factors
such
as
parent

education,
socioeconomic

status
may
affect
academic

achievement.
The
greatest

influential
factors
are

inequitable
program

placement,
ineffective

instruction,
and
academic

gaps
constitute
this
gap.

Sobul
(1995);

Garcia
(2002);

Valencia
(2002);

Gandara
&

Rumberger
(2007);

Olsen
(2010);

Debach
&
Callahan

(2011)

Teaching
culturally

and
linguistically

diverse
students

Inequities
include
re-‐
segregation,
inequitable

class
distribution,
lack
of

resources,
tracking,

ineffective
teachers.

Most
teachers
of
diverse

students
are
White,

suburban
females
or
who

may
lack
cultural
or

linguistic
sensitivity.

Education
for
teachers
are

crucial.
Multicultural

education
is
one
approach

to
supporting
pre-‐
and
in-‐
service
teachers
to

effectively
work
with
CLD

students.

Teaching
students
is
more

than
about
content,
it
is
a

moral
profession.
The

foundations
of
social

justice
teaching
pushes
for

the
profession
to
think

critically
about
the
needs

of
diverse
populations.

Banks
(1991);

Cochran-‐Smith
&

Lytle
(1992);

Bennett
(2001);

Swartz
(2003);

Cochran-‐Smith

(2003);
Darling-‐
Hammond
(2007);

THE
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70

Table
3,
continued

Impact
and

importance
of

beliefs
on
learning

Teacher
candidates
may

enter
the
program
with

negative
or
biased
view

about
diverse
students.

Epistemology
is
the
study

of
knowledge
and
how

knowledge
is
acquired

and
what
it
means
to

“know”
something.

Epistemology
impacts

how
the
learner
believes

knowledge
is
acquired;

some
beliefs
are
more

inducive
to
effective

learning.
Foundations
of

epistemology
should
be

incorporated
into
teacher

education.

Beliefs
determine
teacher

preparation
programs
or

theory
in
guiding
teachers’

actions
and
choices
with

students.
Reflective-‐
synthetic
knowledge

indicates
how
teachers

may
acquire
knowledge

through
self-‐reflection

through
metacognition.

Availing
beliefs
help

learning
and
qualitative

perceptions
of
analysis,

multiple
sources
of

knowledge,
experience,

personal
meaning,
and
use

of
prior
knowledge
were

found
to
help
facilitate

knowledge
acquisition.

Pohan
(1996);

Kardash
&
Sinatra

(2003);
Schraw
&

Olafson
(2003);

Ozgun-‐Koca
&
Sen

(2006);
Thornton

(2006)
Fives
&

Buehl
(2008);

Brownlee
et.
al,

(2009);
Gay

(2010);
Tanase
&

Wang
(2010);

Hachfeld
et
al.

(2011);
Chambliss

&
Alexander

(2012)

Construction
of

beliefs

Beliefs
affect
how
we
feel,

think,
and
choose
to
do.
A

person’s
beliefs
are

socioculturally
created.

Teachers
are
not
blank-‐
slates
but
come
into
the

profession
with
myriad
of

prior
knowledge
and

experiences;
most

importantly,
their
beliefs

affect
instructional

decisions
pertaining
to

students.

Research
on
beliefs
and

learning
theory
on
prior

knowledge
acknowledge

the
importance
of

considering
learner
in
any

learning
environment.

Haberman
(1991);

Ambrose
et
al.

(2010);
Pajares

(1992);
Smith
et
al.

(1997);
Dedeoglu
&

Lamme
(2011);

Enterline
et
al.

(2008);
Garmon

(2004);
Sanger
&

Osguthorpe

(2010);
Manifold
&

Volet
(2010)

Positive
beliefs
An
understanding
of,

appreciation
for,
and
the

ability
to
use

sophistication

instructional
practices
to

teach
culturally
and

linguistically
diverse

populations
was
noted
in

all
research.

Perception
of
teaching
as

an
ethical
concern
as
well

as
a
strong
ability
to
self-‐
reflect
were
found
to
be

crucial
elements
of

positive
teacher
beliefs.

Nieto
(2005);

Enterline
et
al.

(2008);
California

Standards
for
the

Teaching
Profession

(2009);
California’s

Continuum
of

Teaching
Practice

(2009);
Garmon

(2010);
Popp
et
al.

(2011);
Gentry
et

al.
(2011);

Haberman
(2011)

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71

Summary

This
chapter
presented
research
that
informed
the
study
and
guided
the
research

questions.

The
literature
review
surveyed
topics
of
English
learners,
teaching
culturally

and
linguistically
diverse
learners,
impact
of
beliefs
on
teaching,
construction
of
beliefs,

changing
beliefs
systems,
and
the
role
of
effective
teacher
leaders
in
changing
beliefs
and

practices
of
other
teachers.

Table
3,
continued

Changing
belief

systems

Changing
beliefs
are
an

arduous
endeavor.

Transformation
of
beliefs

will
change
the
internal

processes
of
teachers
that

guide
their
decisions.
It

may
also
increase
their

self-‐efficacy,
openness,

and
willingness
to
work

with
population
different

from
their
own
culture.

Identification
of
beliefs,

alignment
to
theoretical

construct
(such
as

epistemology),

multicultural
education

(with
the
use
of
inquiry,

self-‐reflection,

involvement
in

multicultural
settings),

and
institutional
support

were
found
to
help

facilitate
beliefs
change.

Banduras
(1977);

Posner
(1982);

Pajares
(1992);

Stodolsky
&

Grossman
(2000);

Schraw
&
Olafson

(2003);
Gill,
Ashton

&
Algina
(2004);

Bensimon
(2005);

Gatt
(2009);

Mansfeld
&
Volet

(2010);
Tanase
&

Wang
(2010);

Akiba
(2011);

Peterson,
Screiber,

&
Moss
(2011);

Larkin
(2012)

Role
of
Effective

Teacher
Leaders

Teacher
leaders
are
those

who
positively
affect

change
at
their
schools

through
informal
and

formal
roles.
Through

mentorship,
teacher

leaders
can
guide

teachers
through
the

practice
of
inquiry,
self-‐
reflection,
and

metacognition
in
order
to

identify
and
analyze
their

beliefs
regarding
diverse

students.

Teacher
leaders
help
other

teachers
grow

professionally
through
a

practice
of
collaboration,

reflective
conversations,

inquiry,
building
on
prior

knowledge,
using

research,
and
building

community.
The
most

effective
leadership
style

was
found
to
be

transformational

leadership.

Lieberman
(1988);

Cochran-‐Smith
&

Lytle
(1992);

Cochran-‐Smith
&

Lytle,
1999;

Continuum
of

Mentor

Development

(2005);
Rodgers

(2002);
Lieberman

&
Miller
(2005);

Loughran
(2006);

Lieberman
&

Pointer
Mace

(2009)

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The
numbers
of
English
learners
are
increasing
(Garcia,
2002),
and
there
is
a
strong

need
for
effective
teachers
and
teacher
leaders
with
knowledge
of
diversity
and

multiculturalism
(Cochran-‐Smith,
2003;
Cochran-‐Smith
&
Lytle,
1992).
Teaching
culturally

and
linguistically
diverse
students
makes
the
teaching
profession
a
moral
endeavor,

requiring
teachers
to
fight
for
social
inequities
that
diverse
students
may
encounter

academically
and
socially
(Gay,
2010).
Teachers’
beliefs
towards
CLD
students
are
the

single
most
important
factor
that
determines
their
instructional
practice
and
choices

(Brownlee
et
al.,
2009;
Chambliss
&
Alexander,
2012;
Gay,
2010;
Hachfeld

et
al.,
2011;

Tanase
&
Wang,
2010;
).
Beliefs
are
socioculturally
constructed
through
prior
experiences

and
knowledge
(Pajares,
1992),
influenced
by
major
events,
family,
religion,
or
education

(Manfeld
&
Volet,
2010;
Sanger
&
Osguthorpe,
2010).

The
state
of
California
and
seminal
research
concur
that
teachers
should
believe

teaching
is
an
ethical
concern
as
well
as
possess
a
strong
ability
to
self-‐reflect,
as
these

were
found
to
be
crucial
elements
of
positive
teacher
beliefs
(California’s
Continuum
of

Teaching
Practice,
2009;
California
Standards
for
the
Teaching
Profession,
2009;
Garmon,

2010;
Haberman,
2011Nieto,
2005).
Some
teachers
come
into
the
teaching
profession
with

a
lack
of
positive
beliefs;
rather,
they
may
be
guided
by
misconceptions
and
biases
that

were
formed
through
distorted
prior
knowledge
or
experiences.
The
identification
and

challenge
of
these
negative
beliefs
need
to
begin
in
teacher
preparation
programs.
Teacher

leaders,
then,
can
further
support
teachers
to
build
positive
beliefs
in
working
with

culturally
and
linguistically
diverse
students
(Cochran-‐Smith
&
Lytle,
1992;
Lieberman
&

Miller,
2005).
Through
the
process
of
inquiry,
self-‐reflection,
problematizing
the
practice,

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73

and
collaboration,
teacher
leaders
can
have
an
immense
impact
on
changing
teaching

practices
to
support
the
needs
of
diverse
students
in
the
classroom.

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CHAPTER
THREE:
METHODOLOGY

Introduction

Teachers’
beliefs
regarding
culturally
and
linguistically
diverse
students
greatly

shape
and
inform
the
decisions
they
make
in
the
classroom.
In
order
for
teachers
to

become
highly
effective,
they
need
mentors
to
guide
them
to
examine
their
beliefs
about

students.
The
purpose
of
the
study
was
to
better
understand
the
beliefs
and
actions
of

teacher
leaders
who
support
teachers
to
effectively
teach
culturally
and
linguistically

diverse
students.
By
identifying
a
strong
correlation
between
beliefs
and
teacher
leaders’

actions,
this
study
seeks
to
influence
the
importance
of
beliefs
in
selecting
and
promoting

teacher
leaders.

This
chapter
describes
the
sample,
population,
instrumentation,
data
collection,
and

data
analysis
for
this
research.
Following
Maxwell’s
(2013)
An
Interactive
Model
of
Research

Design,
a
design
map
was
created
to
guide
the
study
(Figure
1).

Theories
are
“a
set
of
concepts
and
ideas
and
the
proposed
relationships”
(Maxwell,

2013,
p.
48).
For
the
purpose
of
this
study,
several
existing
theories
guide
the
theoretical

framework.
This
study
is
primarily
influenced
by
the
research
that
finds
that
a
person’s

beliefs
are
at
the
root
of
all
behavior
and
actions
(Bausch
&
Voorhees,
2008).
While,
an

examination
of
behaviors
and
actions
of
teacher
leaders
are
important,
even
more
critical
is

the
analysis
of
beliefs
systems
that
influence
those
behaviors
and
actions.

The
foundations
of
sociocultural
learning
theory
propose
that
knowledge
is
co-‐
constructed.
This
research
integrates
concepts
of
multicultural
education,
which
proposes

the
moral
obligation
of
the
educator
to
empower
all
citizens
(students)
and
maximize
their

potential
in
their
society
(Gay,
2010).
Thus,
the
foundational
concepts
of
sociocultural

THE
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75

learning
theory
present
a
strong
and
plausible
belief
system
from
which
the
teacher
leader

can
mentor
other
teachers
to
adopt
similar
beliefs
through
the
tenants
of
transformational

leadership
(Northouse,
2010).

Figure
1.
A
Design
Map
for
a
Study
of
Teacher
Leader
Beliefs

Goals

• Affirm
studying
belief-‐systems
in

the
teaching
profession

• Identify
a
strong
correlation

between
beliefs
and
actions

Theoretical
Framework

• Beliefs
and
dispositions

• Sociocultural
learning
theory

• Multicultural
education

• Transformational
Leadership

Research
Questions

1) What are the beliefs of teacher leaders who influence
positive change in teacher practices when working
with culturally and linguistically diverse learners?
2) How do teacher leaders model and promote positive
beliefs in teachers who support culturally and
linguistically diverse learners?

Methods

• Teacher
Leader
Model
Survey

• Professional
and
Personal
Beliefs

about
Diversity
Scale
(Survey)

• Observations

• Interviews

Validity

• Researcher
Bias

• Reactivity

• Triangulation:
survey,

observation,
interview

• Searching
for
discrepant

evidence

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The
following
two
research
questions
guided
this
study:

1) What
are
the
beliefs
of
teacher
leaders
who
influence
positive
change
in
teacher

beliefs
and
practices
when
working
with
culturally
and
linguistically
diverse

learners

2) How
do
teacher
leaders
model
and
promote
positive
beliefs
in
teachers
who
support

culturally
and
linguistically
diverse
learners?

Overview
of
Methods

Merriam
(2009)
writes
that
“qualitative
researchers
are
interested
in
understanding

how
people
interpret
their
experiences,
how
they
construct
their
worlds,
and
what

meaning
they
attribute
to
their
experiences”
(p.
5).
By
analyzing
their
“beliefs,
values,
and

attitudes
that
structure
the
behavior
patterns”
of
effective
leaders
at
their
site
(p.
27),
this

study
used
an
ethnographic
approach
in
order
to
examine
the
experiences
and

interpretations
of
teacher
leaders.
The
study
utilized
a
mixed-‐methods
approach
to
provide

multiple
perspectives
and
ensure
validity
and
richness
of
the
data.
Surveys,
observations,

and
interviews
were
used
to
collect
data
and
analyze
the
findings.

Two
separate
surveys
were
used.
The
Teacher
Leadership
Survey
(adapted
from

Teacher
Leader
Model
Standards,
Teacher
Leadership
Exploratory
Consortium,
2008)
was

administered
to
the
entire
school
faculty
in
order
to
identify
teachers
who
participate
in

leadership
roles
for
more
than
60%
of
their
time.
After
the
sample
was
purposefully

narrowed,
the
identified
participants
took
the
Personal
and
Professional
Beliefs
about

Diversity
Survey
(adapted
from
Pohan
and
Aguilar,
2001)
to
further
identify
teacher

leaders
with
beliefs
aligned
to
multiculturalism
and
diversity
(Pohan
&
Aguilar,
2001).

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Participants
reflecting
“openness
and
acceptance
of
most
or
all
of
the
diversity
issues”

(Pohan
&
Aguilar,
2001,
p.
166)
were
chosen
for
the
next
phase
of
the
study.

Observations
may
provide
the
researcher
with
a
descriptive
account
of
behaviors

(Merriam,
2009)
and
actions
of
effective
teacher
leaders.
Each
participant
was
observed
in

order
to
gain
firsthand
account
of
teachers
in
their
leadership
capacity.
Each
observation

was
followed
by
a
personal
interview.

Merriam
(2009)
asserts
“interviewing
is
necessary
when
we
cannot
observe

behavior;
feelings,
or
how
people
interpret
the
world
around
them”
(p.
88).
Interviews
may

provide
a
more
in-‐depth
description
of
behavior
and
events
as
well
as
the
perceptions
and

beliefs
that
guide
those
actions.
The
purpose
of
the
interview
was
to
scrupulously
explore

the
beliefs
that
may
have
guided
actions
and
decisions
during
the
observations.

Table
4

Overview
of
Methodology

Type
of

Method

Method
of

Analysis

Rationale
Function
Implementation

Survey
1

Descriptive
statistic

analysis

• Efficient
measure
to

pre-‐screen
potential

interview

participants

• To
participants

who
act
as
teacher

leaders
for
more

than
50%
of
the

time

• All
faculty
will
be
surveyed

• Teacher
Leader
Model

Standards,
2008.

• Implemented
in
September

Survey
2
Descriptive
statistic

analysis

• Triangulation
of

data

• Provide
quantitative

analysis

• To
identify
teacher

leader
beliefs

• Professional
and
Personal

Diversity
Beliefs
Scale
(Pohan

&
Aguilar,
2001)

• Implemented
in
October

Observations
The
observation

protocol
included:

physical
structure,

participants,

actions/behaviors,

conversation,
subtle

factors,
and

miscellaneous

(Merriam,
2009).

• Triangulation
of

data

• Observations
allow

an
analysis
of
data

in
context

• Observation
data

can
be
compared
to

survey
and

interview
responses

• To
collect
data
in
a

true
setting

• To
identify
and

analyze
the
actions

of
teacher
leaders

• Participants
who
completed

the
interview
will
also
be

observed
in
a
“leadership”

setting

• Observations
lasted

approximately
1
hour

• Implemented
between
October

and
November

Interviews
Interviews
will
be

transcribed
and

coded
for
themes

and
patterns,

specifically
in

relation
to

dispositions

• Triangulation
of

data

• Interviews
allow
for

in-‐depth,

comprehensive

collection
of
data

• To
collect
data

related
to

participants
beliefs

regarding

culturally
and

linguistically

diverse
student

populations

• All
participants
who
were

observed

was
also

interviewed

• Interviews
lasted

approximately
1
hour

• Interviews
were
audio-‐
recorded

• Implemented
in
November

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Sample
and
Population

The
unit
of
analysis
was
the
study
of
beliefs
and
actions
of
effective
teacher
leaders,

including
those
who
may
not
hold
formal
titles.

The
site
of
investigation
was
one
public

high
school
in
a
suburban
neighborhood.
The
characteristics
that
identified
participants

were
their
leadership
role
activities.
By
examining
effective
teacher
leaders,
the
results
can

be
used
to
predict
what
beliefs
and
actions
may
contribute
to
supporting
other
teachers

who
teach
culturally
and
linguistically
diverse
students.

The
Bridge
High
School
vision
statement
states:
“Helping
all
students
grow

academically
through
community,
rigor,
relevance,
and
accountability.”
The
demographic

of
The
Bridge
high
school
indicated
an
enrollment
of
1480
pupils.
The
largest

race/ethnicity
reported
was
Hispanic/Latino
population,
then
Asian,
followed
by
White

(Figure
2).

Of
the
total
population,
212
students
were
reported
to
be
English
learners,

primary
language
spoken
being
Spanish,
and
85.9%
were
identified
to
be
on
the

Free/Reduced
Lunch
program.

Figure
2.
Student
Enrollment
Demographic
Profile
2011-‐12

As
shown
in
Table
5,
for
the
212
academic
year,
the
API
was
reported
at
718;
this

was
a
steady
increase
from
2011
being
696
and
2010
at
680.
The
data
report
indicates
the

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English
learner
subgroup
scored
significantly
lower
in
comparison
to
the
school.
Table
6

indicates
the
state’s
Adequate
Yearly
Progress
measure
for
the
entire
school
and
significant

subgroups.
Between
2010
and
2012,
The
Bridge
High
School
had
made
statistically

significant
growth.
According
to
the
2011-‐12
data,
English
learners
made
a
10%
increase,

1%
more
than
the
entire
school
combined.
However,
while
the
entire
school
is
at
49%

proficiency
rate,
ELs
were
the
lowest
performing
subgroup
at
only
28%
profiency
rate

((http://cde.ca.gov.,
retrieved
on
July
31,
2013).

Table
5

Academic
Performance
Index
(API)
School
Results
for
2011-‐12

Subgroup
2012
2011
2010

Schoolwide
718
696
680

Hispanic/Latino
712
691
677

Free/Reduced
Lunch
717
691
677

English
Learners
649
634
626

Table
6

Adequate
Yearly
Progress
(AYP)
Growth
Report
for
2011-‐12

Subgroup
2012
2011
2010

Schoolwide
49%
39%
40%

Hispanic/Latino
49%
39%
40%

Free/Reduced
Lunch
48%
38%
39%

English
Learners
28%
21%
18%

According
to
Ed-‐Data,
The
Bridge
High
School
employed
67
full-‐time
teachers

during
the
2011-‐12
academic
year.
The
ethnicity
report
indicated
that
28%
identified

themselves
as
Hispanic/Latino,
while
71%
non-‐Hispanic
(http://www.ed-‐data.k12.ca.us,

retrieved
on
July
31,
2013).
The
racial
profile
detailed
the
staff
to
be:
33
White,
19
Hispanic,

8
Asian,
4
Black,
and
3
non-‐reported.

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Formally
listed
teacher
leadership
positions
included
administrators
and
teachers

on
special
assignment
(TOSA).
Additionally,
site-‐based
leaders,
who
may
receive
monetary

stipends
or
incentives,
were
identified
as:
department
chairs,
lead
counselor,
college

counselor,
English-‐learner
program
coordinator,
and
AVID
coordinator.
During
the
data

collection
process,
informal
teacher
leadership
roles
were
also
documented
and
analyzed

for
relevancy
to
data.

For
the
purpose
of
this
study,
purposeful
sampling
was
employed
to
gain

information
that
was
relevant
to
the
research
goal
and
questions.
The
rationale
for

purposeful
sampling
was
to
deliberately
select
individuals
who
were
“critical
for
testing
the

theories”
developed
during
the
study
(Maxwell,
2013,
p.
98).
In
order
to
find
the
specific

population
of
teacher
leaders,
all
teachers
took
a
leadership-‐role
survey.
From
the
findings

of
the
survey,
teachers
who
participated
in
leadership
activities
for
more
than
60%
of
the

time
were
deliberately
chosen
for
the
study.

Instrumentation

Four
separate
instruments
were
used
to
collect
findings:
two
different
surveys,

observation
protocol,
and
personal
interview.

The
purpose
of
the
Teacher
Leader
Model
survey
was
to
identify
educators
who

engaged
in
teacher
leadership
roles
for
more
than
60%
of
the
time.
60%
as
determined
in

order
to
include
classroom
teachers
who
may
teach
majority
of
the
time,
but
may

participate
in
leadership
roles
during
office
hours
or
after
school.
The
survey
instrument

was
adapted
from
the
Teacher
Leader
Model
Standards
created
by
Teacher
Leadership

Exploratory
Consortium
(2008).
The
leadership
standards
explain
the
roles
of
an
effective

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teacher
leader
who
may
act
as
an
instructional
coach,
curriculum
coordinators,
teacher

facilitator
and
mentors.
The
model
consist
of
seven
domains:

Domain
I:

Fostering
a
collaborative
culture
to
support
educator
development

and
student
learning.

Domain
II:

Accessing
and
using
research
to
improve
practice
and
student

learning.

Domain
III:

Promoting
professional
learning
for
continuous
improvement.

Domain
IV:

Facilitating
improvements
in
instruction
and
student
learning.

Domain
V:

Promoting
the
use
of
assessment
and
data
for
school
and
district

improvement

Domain
VI:

Improving
outreach
and
collaboration
and
families
and
community

Domain
VII:

Advocating
for
student
learning
and
the
profession.

Each
domain
explores
specific
roles
and
characteristics
of
teacher
leaders,
which

were
utilized
as
survey
items.
The
survey
consisted
of
25-‐questions
that
included
questions

such
as
“I
help
colleagues
work
collaboratively
to
solve
problems,
make
decisions,
and

manage
conflict,
and
promote
meaningful
change”;
“I
use
information
about
adult
learning
to

respond
to
the
diverse
learning
needs
of
colleagues
through
differentiated
professional

learning.”
To
ensure
validity
of
the
survey,
the
items
underwent
scrutiny
of
experts
in
the

field
of
education.
Each
survey
item
asked
participants
to
state
to
the
extent
in
which
they

engaged
in
leadership
roles:
(1)
Never,
(2)
Sometimes,
(3)
Frequently,
and
(4)
Always.

Based
on
the
results
of
the
Teacher
Leader
Model
survey,
the
second
survey

instrument
was
administered
to
participants
who
self-‐identified
as
participating
in

leadership
roles
for
more
than
60%
of
the
time.
The
Personal
and
Professional
Beliefs
about

Diversity
Survey
was
adapted
from
Pohan
and
Aguilar
(2001)’s
Personal
and
Professional

Beliefs
about
Diversity
Scale,
which
was
tested
for
diversity
by
the
researchers.
Diversity
is

defined
by
the
researchers
to
include
all
facets
of
multicultural
education,
which
may
be

comprised
of
ethnicity,
social
class,
gender,
religion,
language,
sexual
orientation
(Pohan
&

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82

Aguilar,
2001).
For
the
purpose
of
this
study,
the
scale
was
adapted
to
specifically
include

items
regarding
“instruction,
staffing,
segregation,
integration,
ability
tracking,
curricular

materials,
and
multicultural
versus
monocultural
education”
(Pohan
&
Aguilar,
2001,
p.

164).
The
survey
comprised
of
25-‐items
using
a
4-‐point
Likert
scale,
1
being
strongly

disagree
to
4
meaning
strongly
agree.
The
results
of
the
survey
were
attributed
to
three

groups:
high
positive
beliefs
regarding
diversity
(80-‐100),
medium
(50-‐70)
and
low
(20-‐
40).

Observations
using
the
observation
protocol
(Appendix
C)
were
conducted.
The

purpose
of
the
observations
was
“to
provide
some
knowledge
of
the
context
[leadership]
or

to
provide
specific
incidents,
behaviors”
(Merriam,
2009,
p.
119)
of
teacher
leaders
in
their

full
capacity.
Merriam
(2009)
provides
observational
elements
that
crucial
to
observe
in

most
settings:

I. The
physical
setting

II. The
participants

III. Activities
and
interactions

IV. Conversation

V. Subtle
factors

VI. Behavior
of
the
researcher

Using
the
observation
protocol,
the
researcher
took
careful
notes
on
the
physical

setting,
the
context,
and
tools
utilized
during
the
observation
(Merriam,
2009).
The

researcher
also
took
note
of
primary
and
secondary
participants,
including
the
particulars

of
their
interactions
and
conversations.
Any
subtle
factors,
such
as
nonverbal

communication,
were
also
noted.

Although
the
goal
of
the
researcher
was
to
act
as
an

observer
as
participant
in
which
the
researcher’s
presence
is
known
the
group
but

participation
is
minimal
and
limited
(Merriam,
2009),
any
behaviors
of
the
researcher
that

may
influence
the
context
will
also
be
taken
into
account.

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83

Merriam
(2009)
recommends
interviews
“when
we
[researcher]
cannot
observe

behavior,
feelings,
or
how
people
interpret
the
world
around
them”
as
well
as
when
the

researcher
is
interested
in
past
experience
and
prior
knowledge
that
may
affect
the
present

(p.
88).
From
phenomenological
sense,
the
purpose
of
the
interview
was
to
“uncover
the

essence
of
an
individual’s
experience,”
in
this
study,
the
beliefs
of
the
teacher
leader
and

how
they
guide
the
actions
of
the
leader
(p.
93).
The
interview
questions
were
created
by

exploring
research
on
teacher
leadership
and
positive
beliefs
and
actions
of
teacher

leaders.
The
researcher
used
“open
coding”
which
leaves
the
data
open
to
any
possible

themes
based
on
the
repetition
and
commonalities
derived
from
the
participants’
words,

actions,
and
literature
(Merriam,
2009,
p.
175).

The
researcher
conducted
semi-‐structured
interviews
in
which
questions
were

prescribed
with
some
flexibility
to
guide
the
conversation
(p.
89-‐90).
Merriam
(2009)

suggests
interview
questions
to
include:
“experience
and
behavior
questions,
opinion
and

values
questions,
feeling
questions,
knowledge
questions,
sensory
questions,

background/demographic
question”
(p.
96-‐97).
Questions
of
hypothetical
situations,

opposing
views,
ideal
situations,
and
interpretation
were
utilized
to
solicit
the
most
candid

answers
from
the
interviewee
(Merriam,
2009,
p.
97-‐100).

All
interview
questions
were
scrutinized
by
experts
in
the
field
who
possess

experience
in
teacher
education
and
teacher
leadership.
Four
doctoral
candidates
studying

teacher
leadership
also
provided
content
validity
necessary
for
the
development
of
sound

interview
questions.

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Data
Collection

The
researcher
began
the
data
collection
process
during
the
fall
of
2013
after
the

IRB
process
was
completed
and
the
study
approved.
The
district,
school
and
administrators

were
contacted
at
the
beginning
of
August.
The
faculty
was
notified
of
the
study’s
purpose

and
intent
at
the
beginning
of
September
2013.
All
teaching
staff
members
were
invited
to

participate
in
the
study;
out
of
60
faculty
members,
46
completed
the
initial
Teacher
Leader

Model
survey
by
the
end
of
October.

Based
on
the
Teacher
Leadership
survey,
teacher
leaders
who
engaged
in
leadership

roles
for
more
than
60%
of
the
time
were
identified
and
selected
for
the
next
phase
of
the

research.
Sixteen
out
of
46
participants
were
identified
as
teacher
leaders.
Although
these

participants
may
or
may
not
have
formal
leadership
titles,
they
were
defined
as
actively

engaged
in
leadership
roles.
Due
to
time
constraints
and
other
professional
obligations,
8

out
of
16
teacher
leaders
agreed
to
participate
in
the
Personal
and
Professional
Beliefs
about

Diversity
Survey.
The
results
from
the
second
survey
were
analyzed
and
ranked
from

teacher
leaders
with
high
to
low
beliefs
toward
diversity.
Two
teacher
leaders
from
each
of

the
ranges,
high,
medium
and
low,
were
invited
to
participate
in
the
study.
Of
the
eight

invited,
four
teacher
leaders
responded
to
the
request.
Although
two
participants
from

each
beliefs
range
were
ideal,
convenience
such
as
time
and
availability
did
not
allow
for

such
purposeful
sampling.

The
final
four
teacher
leaders
who
agreed
to
participate
were

two
Special
Education
classroom
teachers,
1
Special
Education
department

chair/classroom
teacher,
and
1
Teacher
on
Special
Assignment.
Two
of
the
participants

were
male,
and
two
were
female.
One
participant
was
from
low
beliefs
range,
two
from
the

medium
range,
and
one
was
identified
with
high
beliefs
range.
These
were
all
natural

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85

characteristics
of
the
four
available
participants;
all
other
factors,
such
as
gender
or
job

description,
are
superfluous
variables.

The
observations
of
four
participants
took
place
between
November
and
December

of
2013.
Each
observation
lasted
approximately
1
hour.
The
researcher
acted
as
an

observer
as
participant
for
the
“observer
activities
are
known
to
the
group”
(Merriam,

2009);
although
the
researcher’s
presence
was
obvious,
the
participation
was
secondary

and
the
fidelity
of
the
activities
was
the
primary
goal.
All
observations
were
recorded
with

audio
with
the
consent
of
the
participant.

The
same
participants
were
interviewed
after
the
observation.
Each
interview

lasted
approximately
1
hour.
Topics
of
the
interview
included
probing
questions
regarding

the
rationale
behind
their
actions,
behaviors,
and
words
during
the
observation
in
addition

to
specific
questions
regarding
teacher
leadership
and
culturally
and
linguistically
diverse

learners
(Appendix
E).
The
purpose
of
the
interview
was
to
better
understand
the

participant’s
rationale
behind
the
decisions
they
made
in
their
classroom
or
leadership

role.
All
interviews
were
audio
recorded
with
the
consent
of
the
participants.
The
audio

recording
was
then
transcribed.

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Table
7

Overview
of
Data
Collection

Instrumentation/Month
Sep
Oct
Nov
Dec

IRB
approval
-‐-‐-‐-‐-‐-‐

Teacher
Leader
Model
survey
-‐-‐-‐-‐-‐-‐
-‐-‐-‐-‐-‐-‐

Personal
Beliefs
about
Diversity/Professional
Beliefs

about
Diversity
surveys

-‐-‐-‐-‐-‐-‐

Observations

-‐-‐-‐-‐-‐-‐
-‐-‐-‐-‐-‐-‐

Interviews

-‐-‐-‐-‐-‐-‐

Data
Analysis

-‐-‐-‐-‐-‐-‐

Validity

The
researcher
took
several
measures
to
ensure
validity
of
the
findings.
Merriam

(2009)
and
Maxwell
(2013)
both
recommend
using
triangulation
to
ensure
validity.

Triangulation
“involves
using
different
methods
as
a
check
on
one
another”
(Maxwell,

20130,
p.
102).
This
study
incorporated
three
types
of
data:
survey,
observations,
and

interviews.
The
researcher
utilized
respondent
validation,
which
solicited
feedback
from

colleagues
and
peers
who
are
experts
in
the
field
for
possible
misinterpretation
and
to
limit

the
influence
of
reflexivity
(Merriam,
2009).

Pohan
and
Aguilar
(2001)’s
Personal
and
Professional
Beliefs
about
Diversity
Scale

surveys
has
already
been
tested
for
reliability
and
validity.
During
the
item
development

phase,
the
researchers
utilized
research
regarding
diversity
and
beliefs
to
create
their

survey
items.
Professionals,
including
professors
and
doctoral
candidates,
who
were
in
the

field
of
teacher
education,
guided
the
creation
of
the
survey
items.
The
instruments

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87

underwent
preliminary
review
by
teacher
education
and
leadership
field
experts.
The

researcher
tested
for
internal
consistency
and
construct
validity
of
the
measures.
The

instruments
were
first
piloted
to
280
undergraduate
pre-‐service
education
students
and

field-‐tested
with
756
pre-‐service
and
practicing
teachers
(p.
165-‐175).
Brown
(2010)’s

review
of
measures
found
that
Pohan
and
Aguilar
(2001)’s
surveys
were
“psychometrically

promising
measure
designed
to
assess
educator’s’
beliefs
regarding
issues
of
diversity,

social
justice,
and
equity”
(pp.
339-‐40).

Data
Analysis

Merriam
(2009)
explains
data
analysis
as
“the
process
of
making
sense
out
of
data

[which]
[…]
involves
consolidating,
reducing,
and
interpreting
what
people
have
said
and

what
the
researcher
has
seen
and
read
[…]”
(p.
176).
The
results
and
themes
that
surfaced

from
this
qualitative
study
were
naturally
repeated
variables.
All
of
the
data
were
collected,

coded
and
analyzed
following
Merriam’s
(2009)
guidelines
for
data
analysis.
Merriam’s

(2009)
model
can
be
described
as
a
conversation
between
the
researcher
and
the
data

(transcript).
While
the
researcher
reads
the
transcript,
notes,
comments
or
questions
are

written
along
the
margins.
These
notations
are
“patterns
and
irregularities
that
become
the

categories
or
themes
into
which
subsequent
items
are
sorted”
(p.
181).
The
found

categories
allowed
the
researcher
to
align
data
to
themes
with
major
theoretical
constructs

gathered
from
relevant
literature
about
the
beliefs
and
behaviors
of
effective
teacher

leaders.

Surveys

Teacher
Leader
Model
Survey.
The
survey
was
created
using
the
7
themes
that

arose
from
the
Teacher
Leader
Model
Standards
written
by
the
Teacher
Leadership

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88

Exploratory
Consortium.
The
survey,
comprising
of
25
items,
was
scored
on
a
4-‐point
scale:

1
=
never,
2
=
sometimes,
3
=
frequently,
4
=
always.
Possible
scores
ranged
from
0-‐100,

with
0
detailing
that
the
person
held
no
leadership
roles,
and
100
being
interpreted
as

100%
leadership
role
capacity.
60%
was
set
to
identify
teacher
leaders.
Due
to
the
4-‐point

Likert-‐scale,
1
point
=
0%,
2
=
50%,
3
=
75%,
and
4
=
100%.
To
allow
for
a
large
pool
of

possible
participants,
the
researcher
rationalized
60%
to
be
a
reasonable
cut-‐off
criteria
to

include
teacher
leaders
who
may
participate
in
leadership
roles
“sometimes”
to

“frequently”
but
not
“always”
due
to
normal
teaching
duties
and
responsibilities.

Descriptive
statistics
of
the
data
was
used
to
present
the
numerical
values
related
to
the

scores
on
the
survey.

Personal
and
Professional
Beliefs
about
Diversity
Survey

The
Personal
and
Professional
Beliefs
about
Diversity
Survey
was
adapted
from

Personal
Beliefs
about
Diversity
Scale
and
Professional
Beliefs
about
Diversity
Scale

developed
by
Pohan
and
Aguilar
(2001).
The
survey
used
a
4-‐point
Likert
format
ranging

from
1
(strongly
disagree)
to
4
(strongly
agree).
Individual
scores
were
“computed
by

adding
items
(sum
scores)
after
recoding
the
negatively
worded
items”
(Pohan
&
Aguilar,

2001,
p.
166).
For
example,
item
#7
asks,
“Teachers
should
not
be
expected
to
adjust
their

preferred
mode
of
instruction
to
accommodate
the
needs
of
all
students.”

Negatively
worded

items
were
inversely
scored,
with
High
Disagree
equaling
4
points
and
Highly
Agree
being

1
point.
Negatively
worded
items
ensured
an
increase
in
validity
of
the
participants’

responses.

Pohan
and
Aguilar
(2001)
described
“low
scores
reflected
general
intolerance

of
diversity,
whereas
high
scores
reflected
an
openness
or
acceptance
of
most
or
all
of
the

diversity
issues”
(p.
166).
High
openness
and
acceptance
of
diversity
ranged
from
80-‐100

THE
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89

points,
medium
range
included
59-‐79
points,
and
low
tolerance
included
ranges
29-‐49.

Descriptive
statistics
gave
value
to
the
range
of
scores
on
the
surveys.
The
survey
was

analyzed
for
mean,
mode,
and
median.
Descriptive
statistics
was
gathered
to
give
context
to

the
individual
teacher
scores.

Observation

Each
participant
was
observed,
either
in
his/her
leadership
capacity,
or
classroom,

depending
on
the
roles
of
the
participant.
Observations
were
voice
recorded
with
careful

notes
about
the
environment,
participants,
actions,
and
all
participants’
verbal
and

nonverbal
cues.
Observation
data
was
examined
individually,
reviewing
interview

transcripts
and
observation
field
notes
sentence
by
sentence,
then
compared
and

contrasted
with
other
data.
Memos
were
created
during
the
examination
of
observation

notes
(Maxwell,
2013).
Then,
the
notes
were
categorized
by
themes
according
the

similarities
and
differences
(Maxwell,
2013).
Each
theme
was
open
coded
according
to

patterns
or
irregularities,
then
supported
with
Teacher
Leader
Model
Standards
(Appendix

A)
and
literature.
This
method
allowed
for
detailed
analysis,
individual
examination,
and

open
coding
for
similar
themes
and
patterns
(Merriam,
2009).

Interview

The
interview
questions
were
created
with
the
feedback
from
experts
in
the
field

and
were
aligned
with
pertinent
literature.
Each
interview
was
voice
recorded,
and

transcribed
verbatim.
The
data
was
analyzed
with
careful
notes
and
memos.
The
data
was

coded
according
to
“patterns
and
regularities
[that]
become
the
categories
or
themes
into

which
subsequent
items
are
sorted”
(Merriam,
2009,
p.
180-‐1).
Data
was
critiqued
for

similarities
and
differences.
The
themes
and
patterns
found
from
the
interview
data
was

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compared
to
the
themes
from
the
observation
data
as
well
as
the
7
domains
from
the

Teacher
Leader
Model
Standards
and
pertinent
literature.

Summary

This
chapter
presented
the
research
methodology
used
in
this
study;
a
description

of
the
research
design,
the
sample,
and
the
instruments
used
were
presented.
For
this

study
four
data
are
relevant:
(1)
initial
survey
to
identify
educators
who
engaged
in

leadership
role
for
more
than
60%
of
the
time,
(2)
the
beliefs
survey
indicating
the
level
of

positive
beliefs
held
by
teacher
leaders,
(3)
the
observations
of
teacher
leaders
in
their

classroom
and/or
leadership
capacities,
and
(4)
the
qualitative
data
collected
from
teacher

interviews.
In
addition,
an
explanation
detailing
the
data
analysis
was
provided.
The
goal
of

this
study
was
to
identify
the
positive
beliefs
and
the
effects
of
these
beliefs
on
the
actions

and
behaviors
of
teacher
leaders
while
supporting
other
teachers
in
educating
diverse

populations.

.

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CHAPTER
FOUR:
THE
FINDINGS

Introduction

In
this
chapter,
the
findings
and
analysis
of
the
data
collected
for
this
research
study

are
presented.

The
purpose
of
this
research
study
was
to
examine
the
relationship

between
positive
beliefs
and
actions
of
effective
teacher
leaders
who
support
teachers
who

teach
culturally
and
linguistically
diverse
learners.

The
theoretical
framework
informed
the
research
questions
while
pertinent

literature
helped
identify
the
overarching
themes
used
to
analyze
the
collected
data.

Six

themes
were
identified
the
data:
understanding
the
needs
of
students,
impacting
student’s

success,
distributive
leadership,
collaboration,
modeling,
and
supporting
other
teachers.

The
overarching
themes
and
data
collected
are
presented
in
a
sequential
manner
in
order

to
answer
the
research
questions.

All
surveys,
observations,
and
interviews
were
administered
to
the
faculty
at
one

high
school
site.
Sixty
teachers
faculty
were
solicited
to
participate
in
the
Teacher

Leadership
survey;
47
actually
participated
in
the
initial
survey.
According
to
the
Teacher

Leadership
survey,
16
were
identified
to
be
engaged
in
teacher
leadership
roles
for
more

than
60%
of
the
time.
The
identified
teacher
leaders
were
invited
to
participate
in
phase
2:

Personal
and
Professional
Beliefs
toward
Diversity
survey.
Due
to
other
obligations,
8
of
16

teacher
leaders
participated
in
the
survey.
The
beliefs
data
were
organized
from
lowest
to

highest
average.
For
purposeful
sampling,
researcher
identified
six
participants,
two
from

each
beliefs
range:
low,
medium,
and
high,
for
observations
and
interviews.
However,
a

total
of
four
teacher
leaders
agreed
to
engage
in
the
research.
The
final
four
participants

were
1
from
the
low
beliefs
range,
2
from
medium,
and
1
from
high.
The
teachers
leaders

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

92

were
Teachers
A,
B,
C,
and
D.
Three
out
of
the
four
participants
were
from
the
Special

Education
department;
however,
this
was
a
result
of
the
natural
selection
process
and

uncontrolled
by
the
researcher.
Teacher
A
was
a
full-‐time
Special
Education
classroom

teacher,
teaching
9
th
-‐12
th

grade
English.
Teacher
A
was
new
to
the
school
the
previous
year,

but
had
previous
teaching
experience.
Teacher
B
was
a
Teacher
on
Special
Assignment

placed
at
the
school
for
four
consecutive
years.
She
has
been
with
the
district
for
over

twenty
years.
Teacher
C
was
a
Resource
Specialist
teacher
and
the
Special
Education

department
chair.
He
has
been
with
the
school
for
four
years,
and
was
new
to
teaching

before
then.
Teacher
D
was
a
Special
Education
and
Social
Studies
teacher,
teaching
a

combination
of
general
education
and
special
education
classes.
He
has
been
with
the

district
for
over
fifteen
years,
and
had
previous
administrative
experience.

Table
8

Summary
of
Methodology

Instrument
#
Invited
Participants
Purpose

Teacher
Leadership

Survey

60
47
teachers
and
counselors
Identify
teachers
who
participated

in
leadership
roles
for
more
than

60%

Personal
and

Professional
Beliefs

Survey

16
8
teachers:

1
counselor

2
SpEd
teacher

1
SpEd
department
chair

1
Teacher
on
Special
Assignment

2
Social
Studies
teacher

1
English
teacher

Identify
beliefs
regarding
diversity

Observation
8
2
SpEd
teachers

1
SpeD
department
chair

1
Teacher
on
Special
Assignment

Examine
how
teacher
leaders
model

and
promote
beliefs
for
other

teachers.

Examine
how
beliefs
influence

practice.

Interview
4
2
SpEd
teachers

1
SpeD
department
chair

1
Teacher
on
Special
Assignment

Identify
beliefs
of
teacher
leaders.

Identify
positive
and
negative

beliefs.
Examine
how
teacher
leader

model
and
promote
positive
beliefs

in
other
teachers.

THE
BELIEFS
AND
RELATED
PRACTICES
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EFFECTIVE
TEACHER
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93

Teacher
Leadership
Survey

The
Teacher
Leadership
Survey
consisted
of
25
items
adapted
from
the
Teacher

Leadership
Exploratory
Consortium’s
(2008)
Teacher
Leadership
Model
Standards.
Forty-‐
five
educators
participated
in
the
initial
survey.
The
purpose
of
the
Teacher
Leadership

Survey
was
to
identify
teacher
leaders
who
engaged
in
leadership
roles
for
more
than
60%

of
the
time.
60%
was
purposefully
set
by
the
researcher
to
include
teacher
leaders
who

may
participate
in
leadership
roles
outside
of
their
classroom
teaching
roles,
including

those
who
may
not
carry
explicit
leadership
titles.
The
results
were
ranked
in
order
from

lowest
to
highest
average.
Scores
ranged
from
an
average
of
1.7
to
3.4,
4
being
the
highest

possible
average
score.
16
participants
with
a
minimum
average
of
2.4
(equaling
60%)
or

higher
were
identified
to
be
“teacher
leaders,”
which
included:
1
Teacher
on
Special

Assignment
(TOSA),
2
counselors,
and
13
classroom
teachers.
Of
the
13
classroom
teachers,

5
held
formal
leadership
titles
as
well.
11
out
of
the
16
were
identified
as
teacher
leaders

who
did
not
hold
formal
leadership
titles.

The
Beliefs
Survey

The
purpose
of
the
Personal
and
Professional
Beliefs
about
Diversity
survey
was
to

quantify
the
participant’s
degree
of
openness
towards
diversity.
According
to
the
measure

set
by
Pohan
and
Aguilar
(2001),
scores
between
29-‐49%
represented
a
low
range,
or
low

tolerance
to
diversity;
scores
between
the
59-‐79%
range
represented
a
medium
range,
and

scores
between
80-‐100%
represented
high
openness
to
diversity.

As
shown
on
Figure
3,
The
Personal
and
Professional
Beliefs
about
Diversity
survey

indicated
that
2
out
of
8
participants
were
identified
in
the
medium
range
of
having

positive
beliefs
towards
culturally
and
linguistically
diverse
learners,
and
6
out
of
8

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

94

participants
held
high
openness
to
diversity.
Teacher
A
had
the
lowest
average
score
of

75%
and
Teacher
D
had
the
highest
average
score
of
95%
openness
to
diversity.
According

to
the
beliefs
survey
results,
75%
of
the
self-‐identified
teacher
leaders
at
this
school
had

high
openness
to
diveristy,
and
25%
fell
in
the
medium
range.

Figure
3.
Beliefs
Survey
Range
Scores

Based
on
the
beliefs
survey
results,
six
identified
teacher
leaders,
2
from
each
score

ranges
(low,
medium,
and
high),
were
asked
to
participate
in
the
rest
of
the
study.
Due
to

prior
professional
obligations
and
time
constraints,
Teacher
E
and
Teacher
H
declined
the

invitation.

Research
Question
One

What
are
the
beliefs
of
teacher
leaders
who
influence
positive
change
in
teacher
beliefs

and
practices
when
working
with
culturally
and
linguistically
diverse
learners?

0

10

20

30

40

50

60

70

80

90

100

A
B
C
D
E
F
G
H

Personal
and
Professional
Beliefs
about
Diversity
Survey

Score
Ranges

High:
80-‐100

Medium:
59-‐79

Low:
29-‐49

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

95

Surveys

The
purpose
of
this
research
question
was
to
identify
the
beliefs
of
teacher
leaders.

The
Personal
and
Professional
Beliefs
about
Diversity
identifed
the
degree
of
openness
to

culturally
and
linguistically
diverse
learners.
Figure
4examines
the
Personal
and

Professional
Beliefs
about
Diversity
survey
item
by
item.
Teacher
A
was
found
to
be
75%

aligned
to
positive
beliefs
towards
culturally
and
linguistically
diverse
learners.
Teacher
B

was
at
82%;
Teacher
C
85%
aligned;
and
Teacher
D
was
95%
aligned
to
positive
beliefs

toward
diversity.
Pohan
and
Aguilar
(2001)
set
the
high
range
to
be
80-‐100%,
medium

range
at
59-‐79%,
and
low
range
to
be
29-‐49%.
According
to
that
measure,
Teachers
B,
C,

and
D
held
high
openness
and
acceptance
towards
diversity
while
Teacher
A
fell
in
the

medium
range.

Figure
4
Participants’
Beliefs
Survey
Item
Analysis

0

1

2

3

4

1
3
5
7
9
11
13
15
17
19
21
23
25

Teacher
A:
75%

0

1

2

3

4

1
3
5
7
9
11
13
15
17
19
21
23
25

Teacher
B:
82%

0

1

2

3

4

1
3
5
7
9
11
13
15
17
19
21
23
25

Teacher
C:
85%

0

1

2

3

4

1
3
5
7
9
11
13
15
17
19
21
23
25

Teacher
D:
95%

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

96

Although
the
survey
results
varied
with
each
participant,
item
analysis
of
the

Personal
and
Professional
Beliefs
about
Diversity
survey
indicated
that
all
four
participants

held
similar
beliefs
about
diversity
specifically
pertaining
to
3
items:
#7,
9,
and
15.

Item
7

was
negatively
phrased,
and
stated,
“Teachers
should
not
be
expected
to
adjust
their

preferred
mode
of
instruction
to
accommodate
the
needs
of
all
student”.
All
four

participants
highly
disagreed,
which
identified
that
they
believed
in
differentiating

instruction
to
support
the
needs
of
the
learners.
Item
9
stated,
“Students
and
teachers

would
benefit
from
having
basic
understanding
of
diverse
backgrounds
and
cultures.”
All

four
participants
agreed,
which
acknowledges
the
importance
of
diversity
awareness
at
the

minimum.
Item
15
was
negatively
phrased
and
stated,
“English
learners,
and
their
families,

do
not
care
about
their
education.”
All
four
participants
highly
disagreed,
which
indicated

that
participants
dismissed
a
common
stereotype
about
English
learners.
At
the
minimum,

these
three
common
items
may
represent
the
participants’
general
beliefs
about
culturally

and
linguistically
diverse
students.

Two
responses
were
found
to
be
an
anomaly
and
did
not
match
average
responses.

A
disparity
is
apparent
for
Teachers
B
and
D
on
items
numbers
8
and
18.
Item
8
stated,

“The
traditional
classroom
has
been
set
up
to
support
the
middle
class
lifestyle.”
This
item

states
that
a
normal,
conventional
classroom
structure
represents
the
learning
styles
and

customs
of
students
from
a
middle
class
background.
Both
Teachers
A
and
D
answered

Highly
Disagree
and
were
awarded
1
point.
It
can
be
inferred
that
Teacher
A
and
D
did
not

view
the
“normal”
classroom
to
be
structured
in
this
way,
either
because
their
perception

of
a
normal
classroom
includes
diverse
structures;
or
they
disagreed
because
they
believed

the
conventional
classroom
does
take
into
account
the
needs
of
a
diverse
learners.

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

97

Another
disparity
was
item
18,
which
stated,
“Whenever
possible,
second
language

learners
should
receive
instruction
in
their
first
language
until
they
are
proficient
enough
to

learn
via
English
instruction.”
This
question
can
be
interpreted
to
mean
that
English
should

be
the
primary
language
and
bilingual
instruction
should
not
be
promoted.
Teachers
B
and

D
answered
Highly
Disagree
and
was
awarded
1
point.
It
may
be
inferred
that
Teachers
B

and
D
do
not
believe
in
the
usage
of
student’s
home
language
to
gain
second
language
or

delivery
of
content.
They
may
believe
that
English
should
be
the
primary
language
of

instruction.

Based
on
the
survey
results
alone,
the
researcher
found
these
two
responses
to
be

an
irregularity
and
sound
conclusion
cannot
be
drawn
from
this
data
alone.
The
reseacher

triangualted
these
findings
against
the
interview
and
observation
data.

Another
disparity
of
the
survey
resulted
in
3
of
the
4
teacher
leaders
falling
in
the

high
range
of
openness
to
diversity
while
1
participant
was
identified
as
having
medium

range
of
openness.
Although
Teacher
A’s
beliefs
survey
results
were
found
to
be
at
the

upper
end
of
the
medium
range,
75%,
the
reseacher
explored
the
possible
implications
of

this
finding.
By
triangulating
the
survey
data
with
observation
and
interview,
the

researcher
found
a
significant
difference
in
Teacher
A’s
beliefs
and
actions
compared
to

Teachers
B,
C,
and
D,
who
reported
a
high
range
of
openness
to
diversity.

Observations

The
researcher
used
observations
to
capture
teacher
and
students’
actions,

interactions,
conversations,
and
subtleties.
The
observations
were
audio
recorded;
the

researcher
also
took
careful
notes
on
the
physical
setting,
interactions
between
teacher
to

student(s)
and
student(s)
to
student(s),
as
well
as
any
subtle
factors.
Each
of
the
four

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

98

participants
were
observed
for
approximately
1
hour
in
their
natural
setting.
Teacher
A

and
D
were
observed
in
the
classroom,
while
Teacher
B
and
C
were
observed
participating

in
a
meeting.
Analysis
of
the
observation
revealed
the
following
themes:
Participants
who

1)
understood
the
needs
of
the
students,
2)
valued
students’
academic
success;
3)
valued

collaboration,
and
4)
engaged
in
distributive
leadership.

Theme
1:
Understanding
the
Needs
of
Students.
Teacher
A
and
D
were
observed

in
natural
classroom
setting.
Both
participants
exhibited
an
understanding
of
the
needs
of

students
by
varying
their
instruction.

Teacher
A
is
a
Special
Education
English
teacher
with
a
total
of
11
students
who
sat

in
groups
of
4.
Teacher
A
provided
direct
instruction
on
writing
strategy
using
a
color-‐
coded
strategy
poster
called
the
ABCD
Writing
Strategy.
During
her
direction
instruction,

the
teacher
went
around
to
each
student
to
check
for
understanding.
The
students
had
to

point
or
circle
each
step
to
indicate
being
on
point.
Teacher
A
would
comment,
“good
job!”

or
“beautiful!”
or
“fantastic!”
after
checking
each
student.
After
about
20
minutes
of
direct

instruction,
the
teacher
moved
the
class
into
small
group
work.
Students
were
divided
into

three
small
groups,
each
group
working
on
different
assignments.
One
group
of
4
students

worked
directly
with
Teacher
A
to
apply
the
writing
strategies
just
learned
during
direct

instruction.
Another
group
of
3
worked
on
reading
strategies
with
an
instructional
aide.

The
last
group
of
4
students
worked
on
reading
comprehension
and
listening
skills
have

reading
and
listening
to
texts
on
tape
and
answering
comprehension
questions.
After
a

prescribed
time,
each
group
would
rotate.

Teacher
D
was
also
observed
delivering
classroom
instruction.
The
class
observed

was
a
college
preparation
United
States
History
course.
His
classroom
walls
were
covered

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

99

floor
to
ceiling
with
student
work,
posters,
charts,
information,
and
vocabulary
words
that

were
either
teacher-‐
or
student-‐created.
Teacher
D
started
the
class
by
welcoming
the

students
and
engaging
in
a
clap
and
chant
session
to
get
the
students
enthusiastic.

A
couple

of
students
mentioned
the
weekend’s
football,
and
the
teacher
chimed
in
for
a
short

conversation.
Teacher
D
reviewed
some
content
information
about
5
minutes,
then
moved

the
class
into
partner-‐talk
for
about
5
minutes.
Then,
he
prompted
to
use
equity
cards
to

call
on
variety
of
students
to
respond
to
the
task
at
hand.
The
researcher
observed
that
the

class
was
divided
into
two
sides:
one
side
of
all
male
students,
the
other
of
all
female

students.
While
facilitating
the
learning
from
the
center
of
the
room,
the
moved
the

conversation
back
and
forth
between
himself
and
both
side
of
the
classroom.
He
verbally

encouraged
them
to
participate
in
the
partner
discussion
and
provided
accolades
for
those

who
participated
with
each
other
as
well
as
with
the
class.
The
researcher
did
not
observe

any
negative
consequence,
verbal
or
behavioral,
to
correct
unwanted
behaviors.
The

atmosphere
of
the
learning
environment
was
light
and
fun,
with
students
feeling

comfortable
to
share
with
each
other,
the
teacher,
and
the
class.

Both
teachers
divided
the
learning
experience
into
smaller
chunks,
neither
lecturing

for
a
long
stretch
of
time.
Teacher
A
understood
that
her
students
who
benefit
from
shorter

whole
group
direct
instruction
and
would
learn
best
in
smaller
group
settings.
Teacher
D

utilized
partner
tasks
and
academic
conversation
opportunities
to
engage
his
students.

Based
upon
the
observation
data,
both
Teacher
A
and
D
indicated
a
high
level
of
awareness

regarding
the
academic
needs
of
their
own
students.

Theme
2:
Value
of
Student’s
Academic
Success,

Teacher
A
used
a
variety
of

instructional
strategies
that
may
potentially
have
positive
benefits
for
students’
academic

THE
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success;
however,
there
was
no
explicit
connection
between
her
instructional
practice

choice
and
an
assessment
to
measure
its
impact
on
student
learning.
On
the
other
hand,

Teachers
B,
C,
and
D
overtly
articulated
the
beliefs
and
practices
related
to
student’s

success.

Teacher
A
used
a
variety
of
instructional
strategies
in
her
teaching.
From
the
type
of

small
groups
Teacher
A
formulated,
her
value
for
literacy
skills
can
be
understood.
All
three

groups
were
working
on
building
literacy
skills,
either
reading
or
writing.
The
students

were
also
told
that
they
would
have
to
apply
the
writing
strategies
in
their
own
writing
of

an
essay.
However,
no
assessment
measure
of
student
achievement
or
learning
was

observed.

Teacher
B
was
observed
collaborating
with
4
administrators
and
2
other
teachers.

They
were
discussing
how
to
guide
teachers
to
revise,
adopt,
or
buy-‐in
to
the
school’s

vision
statement.
The
members
of
this
meeting
were
brainstorming
possible
guiding

questions
that
would
help
facilitate
teachers’
thinking
and
discussion.
Questions
that

Teacher
B
offered
were
specifically
aligned
to
student
achievement:

What
should
students
know
and
be
able
to
do?

What
should
our
graduates
look
like?

What
is
your
goal
for
our
students?

Teacher
B
also
defended
these
questions
by
saying,
“When
I
look
at
the
vision,
it
should
be

student
centered.”
While
clarifying
the
definition
and
purpose
of
a
vision
and
mission

statements,
she
illiterates
that
“it’s
hard
to
have
a
mission
without
first
having
an

understanding
of
what
is
it
you
expect
for
the
school
and
for
the
graduates.”

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Teacher
C
was
observed
during
one
of
the
weekly
Professional
Learning
Community

(PLC)
meetings
among
ninth-‐grade
English
teachers.
This
particular
meeting
was
unusual

in
that
that
the
members
collectively
decided
to
re-‐norm
the
purpose
of
their
PLC.

Norms

were
understood
to
be
professional
agreements
among
the
members.
During
this
re-‐
norming
process,
Teacher
C
explicitly
refers
to
the
professional
expectation
of
collaborative

teachers
as
“who
all
care
about
student
success.”

Teacher
D’s
instructional
practice
included
a
method
for
students
to
demonstrate

achievement.
The
final
product
and
process
looked
a
little
different
between
a
general

education
versus
a
special
education
class;
however,
what
the
task
was
asking
of
students

was
virtually
the
same.
After
students
shared
with
their
partner
and
engaged
in

collaborative
discussions,
students
demonstrated
their
understanding
of
the
topic
through

a
writing
assignment/assessment.
The
general
education
class
explained
the
text
in
their

own
words,
examined
why
this
text/topic
mattered
in
history
and
how
it
impacted
the

future,
and
finally
articulated
all
of
their
ideas
into
a
cohesive
paragraph.
The
special

education
class
partook
in
a
small
group
discussion
rather
than
partner-‐talk.
They
did
not

complete
the
final
paragraph
portion
of
the
assignment;
instead,
demonstrated
their

understanding
of
concepts
through
visual
or
verbal
mediums.

Teacher
B,
C,
and
D
explicitly
indicated
a
value
for
student’s
academic
success,

whether
it
was
their
own
students
or
students
in
general.
Teacher
D’s
instructional
choices

can
be
connected
to
the
success
of
student
writing.
Teacher
B
and
C’s
actions
can
also
be

connected
to
its
impact
on
other
teachers’
response
and
actions.
Because
Teacher
A
used
a

variety
of
instructional
strategies
to
promote
her
students’
learning,
it
may
be
assumed

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that
she
also
valued
academic
success.
However,
there
is
no
concrete
evidence
of
her

actions
directly
correlating
to
academic
success.

A
parallel
comparison
can
be
made
between
the
participant’s
beliefs
survey
results

and
their
observation
data.
Teacher
leaders
with
high
openness
to
diversity,
Teachers
B,
C,

and
D,
explicitly
demonstrated
a
value
for
student’s
academic
success
either
through
their

instructional
choices
or
communication
with
other
educators.
Participant
with
a
medium

range
of
openness,
Teacher
A,
did
not
explicitly
demonstrate
value
for
student

achievement.
Although
Teacher
A
was
observed
using
a
variety
of
instructional
strategies,

there
was
no
tangible
connection
between
the
strategies
and
students’
academics.

Theme
3:
Value
for
Collaboration.

The
interview
data
indicated
that
Teachers
B,

C,
and
D
all
valued
collaboration
in
one
capacity
or
another.
Teacher
B
and
C
both

demonstrated
collaboration
by
working
with
and
supporting
other
educators.
Teacher
D

demonstrated
collaboration
by
incorporating
it
as
an
instructional
strategy.
Teacher
A
was

not
observed
utilizing
collaboration
with
another
adult
or
among
her
students.

Teacher
A
indicated
no
evidence
of
collaboration
during
the
observation.
Although

there
was
an
instructional
aide
present
in
the
room,
the
researcher
did
not
observe
any

communication
between
the
two
adults.
It
may
be
assumed
that
the
instructional
aide
and

Teacher
A
collaborated
regarding
this
specific
lesson;
however,
there
was
no
explicit

evidence
of
this.

Teacher
B
was
observed
during
a
meeting
among
3
administrators
and
2
teachers.

The
administrators
and
teachers
were
brainstorming,
presenting
ideas,
and
negotiating

meaning
on
the
topic
of
school
vision.
They
all
held
equal
parts,
and
not
one
person

dominated
the
conversation.
This
was
the
second
meeting
of
a
series
of
meetings

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discussing
school
vision.
It
was
evident
that
the
members
had
been
communicating
via

email
prior
to
this
specific
meeting;
references
to
emails
were
made
and
printed
handouts

that
derived
from
the
email
conversations
were
present
as
tools
during
the
meeting.
The

researcher
observed
collaboration
through
sharing
of
ideas,
negotiating
of
meaning,
using

research,
and
building
consensus.

Teacher
C
met
with
his
Professional
Learning
Community
(PLC),
which
had
a
total
of

5
teachers.
It
was
evident
that
they
have
been
meeting
weekly
for
an
entire
semester,
and

were
taking
advantage
of
the
new
semester
to
re-‐examine
the
purpose
and
effectiveness
of

their
meetings.
Although
the
Ninth-‐Grade
English
PLC
had
been
ongoing
for
over
three

years,
three
out
of
the
five
members
were
new
(either
to
the
school
or
to
the
group).
They

sat
in
a
roundtable
style
as
each
person
took
turns
submitting
a
norm
request
for
the
PLC.

Present
in
this
meeting
were
3
male
teachers
and
two
female
teachers,
not
including

the
PLC
facilitator,
who
was
Teacher
B.
Teacher
C
began
automatically
by
reiterating
the

purpose
of
the
day’s
meeting
and
suggested
that
they
go
around
in
a
circle
so
that
everyone

can
contribute
a
“norm”
for
the
PLC.
Teacher
C
began
the
conversation
by
offering
the
first

norm.
He
thought
it
was
especially
important
that
“everyone
participates
–
not
like
school

participation,
[but]
everyone
makes
sure
that
they
have
some
level
of
participation
and

involvement,
more
so
than
just
attention.”
He
further
defines
a
highly
collaborative
PLC
to

possess
“professional
courtesy
to
one
another
as
colleagues
who
are
teaching
the
same

thing
and
who
all
care
about
student
success”
to
equally
participate,
collaborate
and

support
each
other.

Although
Teacher
D
was
not
observed
during
a
meeting
with
his
colleagues,
he

chose
an
instructional
activity
that
engaged
his
students
in
collaboration.
The
students

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conducted
a
partner-‐share
activity,
giving
each
partner
equal
opportunity
to
speak
and

listen,
then
asked
the
students
to
use
their
collaborative
discussion
to
build
on
their

original
ideas.

He
used
trigger
words,
such
as
“partner-‐share,”
“discuss”
or
“build
upon”
to

signify
collaboration.
The
student
moved
from
whole
group
to
partner-‐talk
back
to

individual
answer
with
ease,
which
signified
that
this
type
of
collaboration
was
a
normal

routine
in
Teacher
D’s
classroom.

Again,
there
was
an
unequivocal
connection
between
the
participants’
beliefs
results

and
interview.
Participants
with
high
openness
to
diversity
valued
collaboration
and

exhibited
collaboration
in
their
teaching
or
meetings.
Teacher
A,
with
medium
range
of

openness,
did
not
exhibit
any
indication
of
collaboration
in
her
practice.

Theme
4:
Distributive
Leadership.

Teacher
B
and
C
both
explicitly
demonstrated

their
value
for
distributive
leadership
by
giving
every
teacher
the
opportunity
to
be
heard,

participate,
and
lead.
Teachers
A
and
D
were
not
observed
using
distributive
leadership

because
they
were
100%
classroom
teachers.

Teacher
B
was
observed
in
meeting
with
4
administrators
and
2
other
teachers.
The

purpose
of
this
meeting
was
to
build
a
professional
development
series
in
facilitating
all

stakeholders
to
examine
and
create
school’s
vision
statement.

Teacher
B
was
asked
to

participate
in
this
meeting
due
to
her
leadership
influence
with
the
teachers.
During
this

meeting,
Teacher
B
frequently
mentioned
the
importance
of
listening
to
the
voices
of

teachers
and
all
stakeholders.
Teacher
B
adds,
“We’re
[the
current
vision]
lacking
buy
in
all

the
stakeholders,
which
would
include
the
whole
staff
and
community.”
When
the
principal

asks
what
would
be
the
most
effective
way
to
revise
or
recreate
the
school’s
vision

statement,
Teacher
B
responded,
“we
need
the
stakeholders
built
in
to
the
statement.”

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During
the
reframing
of
his
Professional
Learning
Community
(PLC),
Teacher
C’s

first
suggestion
was
that
every
member
participates
equally
and
share
the
responsibility
of

group.
In
addition,
Teacher
C
offered
a
second
norm
for
the
group.
He
felt
that
“you
[every

teacher]
should
take
leadership
so
that
everyone
has
the
opportunity
to
be
the
captain
of

the
ship
depending
on
what
the
need
is.”
Teacher
C
uses
the
analogy
of
“captain
of
ship”
to

emphasize
the
point
that
everyone
should
be
the
leader
and
be
in
charge.

It
can
be
inferred
that
teacher
leaders
with
high
openness
to
diversity
value

distributive
leadership
by
advocating
for
the
voices
of
stakeholders
to
be
heard.

Interviews

Interviews
consisted
of
four
teachers,
2
Special
Education
classroom
teachers,
1

Special
Education
department
chair,
and
1
Teacher
on
Special
Assignment.
Specific
and

semi-‐structured
questions
were
asked
to
clarify
what
the
researcher
observed
as
well
as

gain
more
information
on
the
participants’
beliefs
and
practices.
The
following
themes

arose
from
the
interview
data:
1)
understanding
the
needs
of
the
students,
2)
impacting

student
learning,
3)
value
for
collaboration,
and
4)
engaged
in
distributive
leadership.

Theme
1:
Understanding
the
needs
of
the
students.

Teacher
leaders
evidenced
a

sophisticated
understanding
of
students
and
examined
their
holistic
needs.
All
participants

communicated
a
student-‐centered
practice.
However,
teacher
leaders
with
a
high
openness

towards
diversity
also
built
positive
relationships
with
the
students
and
advocated
for

diverse
groups
(Cochran-‐Smith

et
al.,
2009).

When
asked
to
describe
what
they
believed
to
be
the
most
effective
way
to
support

culturally
and
linguistically
diverse
learners,
teacher
A
focused
on
strategies
that
would

help
student
learning.
She
replied,
“A
lot
of
vocabulary,
explanations
of
vocabulary,

THE
BELIEFS
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frontloading
that
vocabulary
for
them
so
that
way
they
do
have
a
clear
understanding
of

what
those
terms
mean
before
they
even
start
reading.”

Teacher
B
commented
on
the
importance
of
focusing
on
the
individual
learner.
She

said,
“I
believe
and
anyone
who
knows
any
landmark-‐type
study
about
resiliency

understands
that
it
takes
one
significant
adult,
and
that's
how
it
[one
person]
can
make
a

difference.
It
just
takes
one
...
one
adult.
That's
it.
Just
one
to
make
a
difference.”

Teacher
C
remarked
on
the
limitation
of
his
own
racial
background.
He
said,
“the

best
way
to
support,
I
think,
any
kind
of
diverse
student
population
would
be,
one,
making

sure
that
the
content
is
relevant
to
them
and
that
they
find
interest
in
it
because
I
think
as
a

straight
white
male
I
have
a
[certain]
perspective
and
sometimes
it
is
hard
to
understand

the
different
perspectives
of
the
students
that
I
work
with.
Secondly,
I
think
just
exposure

to
diverse
materials
outside
of
their
culture
as
well
as
encompassing
all
of
their
culture
is

something
that’s
important.”

Teacher
D
discussed
increasing
student
motivation
to
get

our
students
excited
about
coming
to
school,
school
spirit.
Make
them
love
school.

Make
them
excited
about
it.
Create
a
school
spirit,
and
if
you
do
that
for
the

students,
if
you're
building
and
building
for
students
to
come
to
school
and,
not
to

entertain
them,
but
to
build
programs
that
are
attractive
to
them,
why
they
want
to

come
to
school,
so
that
they
have
some
buy-‐in,
I
think
in
turn
it
cuts
down,
kind
of

like
RTI
(Response
of
Intervention)
and
the
meet
and
greets
and
saying
positives.

Those
are
more
positives
without
being
a
literal
positive.
It's
going
to
go
a
long
way

to
cut
down
on
behaviors
and
to
make
the
experience
more
respectful
between

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teacher
and
students,
and
when
the
students
are
feeling
more
respected
and
you're

building
something
for
them
to
have,
to
own
[…].

Teachers
B,
C,
and
D’s
approach
to
answering
this
interview
question
was
clearly

different
than
that
of
Teacher
A.
Teacher
A
focused
on
instructional
strategies
in
order

support
students’
academic
achievement,
or
success
in
her
class.
In
extension,
Teachers
B,

C,
and
D
had
a
more
holistic
understanding
of
student
success
that
included
the
whole

child.
Teachers
B,
C,
and
D
focused
on
supporting
culturally
and
linguistically
diverse

learners
by
providing
mentors,
meaningful
and
relevant
curriculum,
as
well
as
increasing

motivation
and
student
buy-‐in.

Theme
2:
Impacting
Student
Success.

Another
theme
that
naturally
arose
from
the

interview
data
was
the
idea
of
impacting
student
achievement.
This
was
influenced
by
how

the
teacher
believed
student
achievement
could
be
best
impacted
There
was
a
notable

difference
in
beliefs
depending
on
the
participants
openness
to
diversity.
Teacher
leaders

with
high
positive
beliefs
displayed
a
belief
of
having
an
impact
on
student
learning

through
positive
reinforcements,
models,
and
school
change.
Teacher
A
with
a
medium

range
of
openness
toward
diversity
discussed
impacting
student
success
through
negative

behavior
consequences.

Teacher
A
reported
that
one
of
the
biggest
problems
affecting
student
learning
was

the
issue
of
frequent
tardies.
She
focused
on
impacting
that
behavior
by
creating
a

consequence
method.
She
believed
that
tardies
were
a
huge
impediment
to
student

learning;
therefore,
there
should
be
negative
consequences
for
frequently
tardy
students.

She
said,
“I
think
it’s
important
because
in
the
real
world,
people
are
held
accountable
for

their
actions.
If
you’re
late
to
work
you’re
going
to
either
face
some
kind
of
suspension
or
a

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write
up
or
you
might
even
be
fired,
whereas
here
at
school
there’s
no
repercussions
to

them
being
tardy.”

Teacher
B
saw
her
role
as
a
teacher
leader
“to
support
and
increase
of
student

achievement
and
student
growth
by
supporting
teachers
to
reflect
on
their
professional

practice
and
to
self-‐assess
either
explicitly
or
implicitly
and
try
to
grow
their
practice.”
She

also
focused
on
individualized
learning
through
“on-‐going
monitoring.
And
we
[teachers]

can't
expect
change
to
happen
in
a
day,
a
month,
and
you
may
not
even
see
the
change.
You

have
to
hope
that
it
makes
a
difference
even
if
you
don't
see
the
change
immediately.
I

guess
through
patience
and
perseverance
and
determination.”

Teacher
C
described
that
the
best
way
to
support
student
learning
is
through

relevant
curriculum
and
mentors
that
could
relate
to
their
personal
and
cultural

backgrounds.

Teacher
D
debriefed
his
lesson
by
saying
that
he
always
tries
to
get
his
students

enthusiastic
and
engaged
with
the
content
or
lesson
of
the
day.
He
expressed
a
value
for

student
motivation
and
engagement,
especially
for
learning
to
occur.
As
stated
earlier,

Teacher
D
also
conveyed
the
importance
for
relevant
curriculum
that
increased
students’

motivation
and
enthusiasm
to
attend
school.

He
talked
about
teaching
and
supporting

special
populations,
who
are
often
times
at-‐risk
of
dropping
out
of
school,
unmotivated
to

learn,
and
frequently
cited
for
disciplinary
misdemeanors.
He
stated
that
the
best
way
to

support
and
impact
their
learning
to
making
school
relevant
and
meaningful
so
that
they

feel
a
part
of
the
community.

All
four
participants
expressed
a
value
in
student
success,
either
by
improving

behaviors
or
academics.
While
Teacher
A
focused
on
correcting
negative
behaviors
of
her

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students
with
negative
consequence
systems,
Teachers
B,
C,
and
D
discussed
how

educators
can
provide
more
support
to
ensure
success
of
all
students.
Teacher
B,
C,
and
D

were
able
to
attribute
the
problem
to
a
larger,
systematic
issue
and
believed
a
positive

adult
impact
needed
to
be
made
in
order
to
receive
positive
student
results.

Theme
3:
Value
for
Collaboration.

During
the
interview,
all
participants
valued

collaboration
and
teamwork
with
other
colleagues
on
varying
levels.
Teachers
B,
C,
and
D

were
able
to
clearly
express
the
value
for
collaboration
and
how
collaboration
positively

impacted
teachers
and
students
alike.
Teacher
A
ostensibly
discussed
the
importance
of

collaboration,
but
only
to
decrease
negative
behaviors
of
teachers.
No
mention
of
how

collaboration
can
positively
influence
teachers,
students,
or
school
was
discussed.

Although
Teacher
A
does
not
explicitly
use
the
word,
collaboration
is
implied
when

she
expressed
that
she
would
like
to
increase
the
level
of
cross-‐curricular
communication

among
her
colleagues.
She
said:

I
think
that
the
groups
of
teachers
don’t
necessarily
interact
with
each
other.
There’s

not
a
lot
of
cross
communication
going
on
between
departments
and
even
within

their
classrooms,
if
that
makes
sense.
I
think
to
better
address
that,
teachers
should

be
required
to
work
with
not
just
their
department
but
work
with
other

departments
as
well.
That
way
everybody
understands
what
everybody
is
doing
in

their
own
classroom
because,
for
some
reason,
people
like
to
play
the
blame
game,

“Well
you’re
not
doing
this
or
you’re
not
doing
that”.

Teacher
B
had
been
facilitating
Professional
Learning
Communities
(PLCs)
at
this

school
site
for
four
years.

She
had
recognized
the
importance
of
collaboration
on
teacher’s

instructional
practice
as
well
as
student
achievement.
However,
she
also
realized
the
need

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to
improve
professional
collaboration.
As
the
school
underwent
administrative
changes,

the
structure
and
purpose
of
collaboration
needed
to
be
revisited.
She
explained,
“we

needed
to
do
a
reboot
for
some
of
the
PLCs
[…]
and
to
visit
where
the
systems
and

procedures
were
not
working.
Were
they
working?
Were
they
not
working?
Do
we
need
to

continue
or
change
direction?”
While,
Teacher
B,
herself,
saw
the
value
in
collaboration,
she

also
recognized
that
the
members
of
the
PLCs
needed
to
experience
the
benefit
as
well.
In

order
to
gain
buy-‐in,
Teacher
B
was
currently
supporting
teachers
to
collaborate
with
each

other
to
reexamine
the
purpose
of
their
own
PLCs
by
setting
professional
goals
and

expectations.

Teacher
C
expressed
that,
although
he
was
at
times
frustrated
with
some
members

of
the
Professional
Learning
Community
(PLC),
he
felt
an
overall
value
for
the
possible

knowledge,
experience,
and
variety
of
perspective
all
the
members
could
bring.
He

described
a
high-‐functioning
PLC
as
one
in
which
all
members
equally
participate,
are

mentally
engaged,
and
collaborating
on
how
to
best
impact
student
learning.
He
confessed

that
his
PLC
was
high
functioning
a
few
times
last
semester,
but
could
definitely
improve;

and
that
was
the
purpose
of
rebooting
the
purpose,
goal,
and
expectations
of
the
PLC
at
this

time.

Teacher
D
explained
that
he
meets
with
his
content-‐area
teachers
on
a
regular
basis.

Although
they
are
not
required
to
meet
weekly,
he
said
that
they
“continue
to
meet
and

collaborate
just
about
at
least,
on
an
every
other
day.”
He
saw
the
value
in
collaboration

because,
although
he
has
been
teaching
for
many
years,
he
learns
much
from
his
colleagues.

He
and
his
PLC
members
frequently
collaborated
informally
outside
of
the
weekly

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meetings.
He
explained
as
“give-‐and-‐take.”
Teacher
D
believed
in
taking
a
humble
approach

to
learning
from
his
colleagues
through
collaboration.

The
topic
of
collaboration
rose
naturally
during
the
interview
conversations.
All

participants
believed
that
collaboration
would
increase
communication
among
teachers;

Teachers
B,
C,
and
D
extended
the
benefit
of
collaboration
on
impacting
teachers’
learning

as
well
as
positively
influence
instruction
to
increase
student
learning.

Theme
4:
Distributive
Leadership.

Through
the
interview,
teacher
leaders
with
a
high

openness
to
diversity
expressed
a
value
for
distributive
leadership
where
teachers
had

buy-‐in,
equal
participation,
and
created
and
executed
most
of
the
decisions.

Teacher
B
understood
that
the
school
required
distributive
leadership
when
making

major
changes.
In
talking
about
changing
school
climate,
she
was
“aware
and
cognizant
that

change
takes
in
very
slow
and
takes
place
over
time.
I'm
also
thoughtful
and
mindful
about

how
positive
change
can
be
when
you
build
them
well.”
She
advocated
for
the
inclusion
of

all
stakeholders
and
voices
of
all
teachers
to
be
heard
during
this
process.

Teacher
C
also
believed
that
the
Professional
Learning
Community
(PLC)
model

needed
rebooting.
He
expressed
the
need
for
his
colleagues
to
“feel
like
their
voice
could
be

heard
and
they
had
value
in
coming
to
the
meeting.
I
felt
that
in
asking
them
to
do
things

and
to
take
more
part,
they
would
actually
find
more
value
and
take
more
ownership.”

Teacher
C
also
felt
that
all
teachers
have
specific
contributions
to
be
made,
and
any
major

or
new
implementation
needed
to
be
initiated
by
the
teachers.
He
feels
“that
anything
that

is
mandated
and
lacks
choice
and
lacks
buy-‐in
is
kind
of
doomed
from
the
beginning
and
it

doesn’t
necessarily
have
what
it’s
going
to
take
in
order
to
get
a
genuine
effort
from
a

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teacher
to
participate.
If
you
are
told
to
do
something
your
likelihood
of
doing
it,
I
feel,
is

less
than
if
you
feel
that
you
have
initiated
the
need
and
you
have
a
purpose
and
a
goal.”

Teacher
D
believed,
“the
way
that
our
school
sites
are
driven
is
from
the
top
down,

and
I
don't
think
that
our
administrators
really
have
the
opportunity
to
lead
in
a
way
that

they
would
like
to
lead.”
He
further
explained
that
the
teachers
should
examine
the
needs

of
the
school
and
propose
ideas,
such
as
programs,
and
the
administrators
should
support

and
facilitate
the
change.
He
believed
that
the
best
way
to
impact
student
achievement
was

through
distributive
leadership
where
teachers
collaborated,
created
programs
to
address

students’
needs,
and
the
major
role
of
the
administrators
was
to
only
facilitate
that
process.

Teacher
leaders
with
positive
beliefs
expressed
the
importance
of
having
everyone’s

voice
heard,
especially
in
making
school-‐wide
decisions.
Teachers
B,
C,
and
D
elaborated
on

this
theme
by
enunciating
the
importance
of
distributive
leadership
roles
and

responsibility,
especially
when
making
major
changes.

They
saw
the
roles
of
teacher

leaders,
as
well
as
administrators,
as
being
to
appropriately
facilitate
teachers
to
partake
in

that
organic
process
without
mandating
new
changes
externally.
Changes
should
not
follow

a
top-‐down
model,
but
exemplify
an
organic,
internal
process
of
decision-‐making.

Data
Analysis:
Research
Question
One

The
data
gathered
from
the
interviews
and
observations
indicated
that
teacher

leaders’
beliefs
and
practices
correlated
with
the
results
from
the
Personal
and
Professional

Beliefs
about
Diversity
Survey.

An
analysis
of
interviews
and
observations
revealed
the

following
common
themes:
1)
understanding
the
needs
of
students,
2)
impacting
student

success,
3)
value
for
collaboration,
and
4)
engagement
in
distributive
leadership.
These

themes
were
found
to
be
commonalities
in
beliefs
and
actions
of
the
participants
with
high

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beliefs
toward
diversity,
Teachers
B,
C,
and
D.
Teacher
A’s
data,
who
had
a
medium-‐range

of
openness
to
diversity,
revealed
some
similarities,
but
several
disparities
were
found.

A
noted
difference
in
beliefs
rose
between
Teacher
A
and
the
rest
of
the
participants.

One
prominent
difference
was
Teacher
A’s
approach
to
increasing
student
achievement,

specifically
in
supporting
culturally
and
linguistically
diverse
learners.
Teacher
A’s

response
was
narrow
and
constricted
by
her
knowledge
of
the
classroom.
Her
approach
in

supporting
diverse
students
was
by
using
a
variety
of
“good
strategies,”
to
increase
reading,

vocabulary,
writing,
and
so
forth.
The
use
of
strategies
was
evident
in
her
classroom

observation
as
her
walls
were
covered
with
strategy
posters
and
the
direct
instruction

focus
of
the
day
was
on
a
writing
strategy
called:
ABCD.
What
was
not
evident
was
Teacher

A’s
ability
to
connect
immediate
classroom
learning
to
long-‐term
goals
or
the
whole
child.

Unlike
Teacher
A,
Participants
B,
C,
and
D
articulated
an
awareness
of
the
student’s
needs

above
and
beyond
instruction
and
classroom.
They
were
cognizant
of
their
own
roles
in

supporting
the
whole
child,
but
also
the
impact
other
teachers
and
adults
may
have
in

supporting
culturally
and
linguistically
diverse
students.

Another
difference
between
Teacher
A
and
other
participants
was
their
approach
in

impacting
student
learning.
Teacher
A
believed
in
a
negative
consequence
system,
taking

something
away,
in
order
to
decrease
unwanted
behaviors.
Teacher
A
made
decisions

based
on
negative
perceptions
of
her
students.
She
believed
that
the
best
way
to
group
her

students
was
through
behavioral
support
instead
of
cognitive
levels.
She
also
expressed
a

frustration
of
frequent
tardies
of
her
special
education
students,
as
it
intruded
the
focus

and
flow
of
the
lesson.
As
Bensimon
(2005)
states,
this
is
a
“deficit
cognitive
frame,”
in

which
“disapproving
attributions
such
as
complaining
that
‘minority
students’
do
not

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perform
to
the
standard
despite
all
the
support
provided
for
them”
(p.
102).
Teacher
A
felt

one
major
change
the
school
should
implement
was
a
stricter
consequence
system,

especially
for
things
like
tardies.
As
noted
earlier,
Teacher
A
exhibited
the
lack
of

perceiving
problems
outside
of
her
own
classroom;
therefore,
it
was
apparent
that
tardies

were
the
biggest
impediment
to
student
learning.
She
stated
that
an
effective
way
to

decrease
negative
behaviors
was
to
increase
negative
consequences
for
such
behavior.

Teacher
A
believed
that,
since
people
have
consequences
for
their
behaviors
in
the
real

world,
high
schools
should
mirror
real-‐life.
What
she
failed
to
see
were
the
bigger

contributors
of
the
tardy
problem
and
considering
the
role
of
educators
to
positively

impact
and
turn-‐around
such
negative
behaviors.
Teacher
A
externalized
the
achievement

gap
of
her
students
by
putting
the
blame
back
on
them
(Bensimon,
2005).

Teachers
B,
C,
and
D
evidenced
a
difference
in
beliefs.
They
believed
in
providing

more
positive
consequences
to
increase
positive
behaviors.
Their
actions
aligned
with

Teacher
Leader
Model
Standard
Domain
I:
Fostering
a
collaborative
culture
to
support

educator
development
and
student
learning
(2011).
They
interpreted
student
learning
as

more
of
an
overall
success
in
life
in
addition
to
excelling
academically.
Gentry,
Steengergen-‐
Hu,
and
Choi
(2011)
found
that
effective
teachers
made
learning
meaningful
and
relevant

to
the
students’
lives.
Teacher
D
was
cognizant
of
the
challenges
his
students,
especially

some
of
his
special
education
students,
experienced
academically.
He
did
not
attribute

consequences
for
the
negative
behaviors
of
these
students.
Instead,
he
explored
how
the

teachers,
administrators,
and
school
collectively
can
increase
positive
reinforcement
in

order
to
increase
student’s
enthusiasm
and
motivation
for
attending
school.
He
believed,
if

the
school
offered
curriculum
and
programs
that
were
more
relatable
to
the
students,
other

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behavioral
problems
would
not
be
such
a
big
issue.
Teacher
C
echoed
this
idea
in
that
he

felt
students
were
disengaged
when
they
did
not
see
the
relevance
of
the
material.
He
was

aware
of
his
own
ethnic
identity,
white
male,
and
how
that
may
perpetuate
his
decisions
as

well
as
credibility
in
teaching
diverse
learners.
He
recommended
creating
curriculum
that

their
diverse
population
could
relate
to
and
find
meaningful.

In
supporting
culturally
and

linguistically
diverse
students,
especially
those
students
who
are
academically
struggling

or
at-‐risk
of
dropping
out
of
school,
Teacher
B
believed
in
offering
one-‐on-‐one,

individualized
support.

She
believed
that,
“It
is
different
for
every
single
person,
every

single
teacher,
and
based
on
the
levels
of
trust,
we
have
an
ability
to
connect
with
each

other
and
the
kids.
It
is
difficult
but
that's
what
we
[teachers]
need
to
do.
We
need
to

believe
that
kids,
our
kids,
can
grow.”
Teacher
B
displayed
a
positive
perception
of
the

students
by
believing
that
they
can
grow
and
expressed
a
value
for
creating
positive

relationships
to
positively
impact
even
one
child
(Gentry,
Steengergen-‐Hu,
&
Choi,
2011).

Teacher
Leader
Model
Standards
(2010)
explains
collaboration
as
supporting

colleagues,
research
of
critical
educational
issues,
to
plan
professional
learning,
use
data
to

improve
student
learning,
and
to
advocate
for
student
rights.

Collaboration
can
be
defined

as
coming
together
professionally
to
discuss
and
analyze
issues
in
order
to
increase

student
achievement
(Teacher
Leadership
Exploratory
Consortium,
2011).
Rodgers
(2002)

believes
collaboration
should
be
connected
to
student
learning.
Teachers
should
use
the

feedback
of
peers
to
analyze
their
own
teaching.

The
data
indicated
that
all
four
participants
valued
collaboration
to
some
extent.

Teacher
A
expressed
the
importance
of
collaboration
and
communication
to
talk
among

teachers,
although
the
purpose
and
outcome
of
collaboration
was
vague.
Teacher
A

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perceived
that
communication
was
effective,
but
nothing
was
mentioned
on
how
she

collaborated
with
others,
especially
how
it
would
increase
student
achievement.
The
only

reference
was
when
she
stated
it
was
important
for
teachers
to
communicate
with
teachers

outside
of
their
content
area.
She
justified
that
by
saying
an
increased
in
communication

would
decrease
the
“blame
game,”
but
she
did
not
align
teacher
collaboration
to
increase

student
achievement.
Teacher
B
and
C
demonstrated
collaboration
and
teamwork
by

working
with
other
teachers
and/or
administrators
to
build
consensus
and
make

professional
decisions
that
impacted
learning.
Teacher
D
believed
collaboration
was

important,
specifically
for
promoting
teamwork
among
teachers
and
increasing
positive

school
culture.
Teachers
B,
C,
and
D
collaborated
frequently
to
learn
from
each
other,

analyze
their
own
teaching,
and
inform
their
practice.

Ownership
and
buy-‐in
are
important
integral
factors
in
increasing
teacher

motivation
and
effectiveness
(Teacher
Leadership
Exploratory
Consortium,
2011).
Teacher

leaders
with
high
openness
to
diversity
built
ownership
among
teachers
by
promoting

“shared
or
distributed
leadership
structures
within
schools
that
provide
teachers
with

input
into
school
policies,
curriculum,
and
professional
development”
(Teacher
Leadership

Exploratory
Consortium,
2011,
p.
27).
Teachers
B,
C,
and
D
all
articulated
the
importance
of

distributive
leadership.
They
believed
that,
in
order
for
any
program,
curriculum,
and

change
to
be
effective,
the
buy-‐in
of
the
teachers
needed
to
be
in
place.
Teacher
B
clearly

expressed
the
need
for
the
school’s
vision
statement
to
include
the
voice
of
all
teachers.
She

worked
to
create
professional
development
in
which
all
educators
would
get
the
chance
to

examine,
collectively
analyze,
and
even
revise
the
school
vision
so
everyone
had
input.

Teacher
C
strongly
believed
that
teacher
collaboration
and
community
would
not
be

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effective
without
distributed
leadership
where
every
member
took
ownership
of
the

learning
process.
Teacher
D
believed
that
the
best
way
to
positively
impact
student

learning
was
by
increasing
relevant
and
meaningful
programs.
In
order
to
increase
the

variety
of
programs
the
school
offered,
the
teachers,
themselves,
needed
to
create,
invest,

and
facilitate
these
programs.
Teacher
leaders
understood
that
the
leadership
needed
to
be

distributed
among
teachers
for
positive
impact
to
occur.

Teacher
Leader
Model
Standards
enunciates
the
importance
of
the
teacher
leader

advocating
for
the
right
of
the
student
and
representing
“for
the
profession
in
contexts

outside
of
the
classroom”
(p.
20).

Teachers
with
an
“equity
cognitive
frame”
have
wider

knowledge
about
the
inequalities
that
may
be
present
in
school’s
infrastructure
(Bensimon,

2005).
They
analyze
the
curriculum,
program,
policies,
and
their
own
beliefs
for
inequities

that
can
potentially
hinder
student
learning
(Bennett,
2001).
Teachers
B,
C,
and
D
indicated

evidence
of
this
through
either
their
interviews
and/or
observations.
Teacher
B
believed

that,
in
order
to
support
culturally
and
linguistically
diverse
students,
the
teacher
(or

teacher
leader)
needed
to
build
a
relationship
with
the
students.
She
strongly
believed
in

one
adult
making
a
positive
impact
by
supporting
all
the
needs
of
the
students,
social,

emotional,
physical,
and
mental.
Teacher
C
was
cognizant
of
culturally
and
linguistically

diverse
students’
need
for
diversity
and
mentors
who
might
“look
and
talk”
like
them.
He

believed
in
using
research
and
relevant
texts
that
represented
diverse
points
of
view
so

that
students
may
feel
empowered.
Teacher
D
clearly
stated
that,
in
order
to
increase

student
achievement,
the
students
needed
to
love
school.
He
felt
that
it
would
be
most

beneficial
for
teachers
to
collaborate
and
create
programs
that
would
engage
students

academically,
socially,
and
emotionally.

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Based
on
the
data
collected
from
observations
and
interviews,
teacher
leaders
with

high-‐range
of
openness
toward
diversity
exhibited
positive
beliefs
from
teacher
leaders

with
a
medium-‐range
of
openness.
Teacher
leaders
with
positive
beliefs
believed
that

student
success
means
supporting
the
whole
child,
versus
just
focusing
on
the
academics;

they
also
believed
in
taking
a
positive
approach
in
impacting
student
learning
instead
of

using
negative
consequence
systems.
Teacher
leaders
with
positive
beliefs
also
valued

collaboration
and
learning
from
their
colleagues.
They
were
aware
of
the
importance
of

distributive
leadership,
especially
in
creating
positive
systematic
changes
that
would

increase
student
achievement.

Research
Question
Two

How
do
teacher
leaders
model
and
promote
positive
beliefs
in
teachers
who
support
culturally

and
linguistically
diverse
learners?

The
purpose
of
research
question
two
was
to
examine
the
actions
of
teacher
leaders

who
are
able
to
model
and
promote
positive
beliefs
as
they
support
culturally
and

linguistically
diverse
learners.
Data
from
observations
and
interviews
identified
the

following
themes:
1)
Being
a
model
for
other
teachers,
2)
engaging
in
collaboration,
and
3)

concentrated
support
for
other
teachers.

Observations

Theme
1:
Being
a
model
for
other
teachers.

All
teacher
leaders
may
be

considered
models
for
students
and
teachers
based
on
their
instructional
and/or

leadership
practice.

Teacher
A
modeled
effective
instructional
practices
in
her
classroom.

The
atmosphere
and
tone
of
Teacher
A’s
classroom
was
inviting.
Teacher
and
student-‐
generated
posters,
charts,
and
assignments
adorned
all
parts
of
the
classroom.
Student-‐
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created
banners
were
hanging
from
the
ceiling.
The
classroom
contained
different
parts
of

room
clearly
labeled
and
filed
that
were
frequently
used
by
the
students.
The
researcher

observed
Teacher
A’s
positive
interaction
with
the
students
while
providing
positive

feedback
and
redirections.
Teacher
A
also
utilized
flexible
grouping,
small
group

instruction,
color-‐coding,
charting,
and
comprehensible
inputs,
which
are
all
variances
of

the
teacher
as
a
lecturer
model.
Utilizing
multiple
small
group
centers
simultaneously
is
an

uncommon
practice
in
a
secondary
setting.
Also,
since
it
requires
multiple
instructional

activities
at
the
same
time,
it
requires
plenty
of
pre-‐planning.

The
researcher
observed
similarities
in
Teacher
D’s
classroom.
Student
posters
and

work
covered
all
four
walls.
Color-‐coded
vocabulary
words
were
scattered
throughout
the

room.
Teacher
D
modeled
positive
relationship
with
students
and
exhibited
command
of

and
respect
for
his
students.
He
also
varied
his
instruction
by
utilizing
partner
talks
and

collaborative
discussions.
This
is
a
variance
from
the
typical
teacher
as
lecturer
model.
A

majority
of
the
students
were
observed
to
be
on
task
and
on
point
of
discussion.
Teacher
D

held
students
accountable
by
using
equity
cards
to
call
for
students’
responses.
Students

were
assessed
individually
through
written
responses.
Teacher
D’s
lesson
plan
had
a

thoughtful
format
beginning
to
end,
in
which
one
activity
built
up
to
the
next.

Teacher
B
was
observed
modeling
a
variety
of
leadership
skills
during
a
meeting

with
administrators
and
teachers.
She
modeled
effective
listening
skills
by
rephrasing,

summarizing
or
asking
clarifying
questions.
She
would
begin
her
sentence
by
saying,
“So

what
I
think
you’re
saying
is…”
or
“What
I
just
heard
you
say
is….”
She
also
led
and
guided

the
discussion
by
presenting
new
ideas
and
posing
questions.
She
began
new
thoughts
by

saying,
“I’m
wondering
about…”
or
“What
would
happen
if…”
She
modeled
the
skills
of
an

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effective
teacher
leader
by
considering
the
view
of
all
diverse
perspectives
by
carefully

listening,
presenting
and
proposing
new
ideas,
and
clarifying
ideas
in
order
achieve
the

shared
goal
of
the
meeting.

As
the
grade
level
lead
and
the
Special
Education
department
chair,
Teacher
C

modeled
several
effective
leadership
skills
by
taking
initiatives,
promoting
a
culture
for

collaboration,
and
supporting
professional
growth
and
learning.
Teacher
C
was
observed

initiating
the
agenda
and
goal
of
the
day’s
meeting.
He
expressed
that,
in
order
to
maximize

the
effectiveness
of
their
Professional
Learning
Community
(PLC),
a
set
of
norms
would

guide
everyone’s
professional
responsibility
for
each
other
and
also
student
learning.

Teacher
C
facilitated
the
meeting
by
gathering
input
from
each
member.
Then,
he
led
the

group
to
collaborate
on
the
meaning
of
each
norms
presented,
negotiating
possible

interpretations
and
examples.

Teacher
C
was
observed
proposing
norms
for
the
PLC
that

ultimately
promoted
professional
growth
and
learning.
He
expressed
the
need
for
each

member
to
critically
think,
determine,
and
even
create
independently
prior
to
each
of
the

PLC
meetings.
He
felt
that
a
shared
responsibility
of
learning
would
enhance
the
caliber
of

collaboration.

Observation
data
indicated
that
teacher
leaders
impact
the
learning
of
culturally
and

linguistically
diverse
population
by
first
being
a
model
for
other
educators.

Either
through

their
instructional
practices
or
facilitating
collaboration
with
other
educators,
all

participants
demonstrated
that
being
a
model
teacher
was
an
important
characteristic
of
a

teacher
leader.

Theme
2:
Engaging
in
collaboration.

Another
common
action
among
teacher

leaders
was
the
frequent
engagement
of
collaboration.
Teachers
B,
C,
and
D
collaborated

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with
other
educators
to
improve
the
school
or
impact
student
achievement.
Teacher
A
was

not
observed
engaging
or
utilizing
collaboration.

As
a
Teacher
on
Special
Assignment,
Teacher
B’s
main
role
was
to
help
facilitate
the

collaboration
of
Professional
Learning
Communities
(PLCs).
In
addition
to
that,
she

participated
in
a
variety
of
her
own
collaborative
groups:
Common
Core,
Western

Association
of
Schools
and
Colleges
(WASC),
Small
Learning
Communities,
English
Learner

(EL)
Programs,
department
and
leadership
meetings.
Facilitating
collaboration
was
an

integral
role
of
her
unique
position,
but
she
also
engaged
in
frequent
collaboration
with

other
teachers
and
administrators.

The
researcher
observed
Teacher
B
during
a
meeting
between
4
administrators
and

2
teachers.
This
meeting
did
not
fit
into
any
collaborative
groups,
but
was
organically

created
by
the
two
teachers,
with
Teacher
B
as
one
of
the
initiators.
The
group
worked

together
to
design
a
professional
development
series
on
creating
the
school’s
vision

statement.
They
had
to
negotiate
the
meaning
and
purpose
of
a
school’s
vision
statement,

discuss
the
role
of
the
learners
(teachers),
and
create
and
execute
a
plan.
The
meeting

exhibited
highly
functioning
collaboration
in
that
everyone
brought
different
and
equally

important
perspective.
The
teacher
leaders
understood
classroom
teacher
as
a
learner
and

the
supported
they
needed
to
engage.
Administrators
brought
a
holistic
view
of
the
school

and
district,
including
district
and
state
mandates
that
impacted
the
policy

implementations.
Together,
they
collaborated
on
the
best
approach
to
examining
the
school

vision
and
creating
or
adopting
a
vision
statement
that
represented
the
school.

Teacher
C
modeled
collaboration
during
the
ninth-‐grade
English
Professional

Learning
Community
(PLC).
By
taking
everyone’s
input,
the
members
analyzed
the
purpose

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of
their
PLC
and
created
professional
expectations.
Teacher
C
was
observed
collaborating

with
his
colleagues
by
asking
everyone
to
propose
at
least
one
norm.
He
asked
for

clarification
and
examples
when
the
norm
was
unclear.
Teacher
C
proposed
a
norm
that

also
illustrated
his
value
for
collaboration.
He
expressed
the
need
for
equal
participation

and
engagement
of
each
member.
He
clarified
he
felt
everyone
had
important
contributions

to
be
made
and
collaboration
would
not
be
possible
if
the
knowledge,
concerns,
and

decisions
of
each
member
was
not
equally
accounted
for.

Teacher
D
was
observed
utilizing
collaboration
through
his
instructional
choices.

His
students
collaborated
with
each
other
through
the
use
of
partner
talk
and
whole
group

discussions.
The
outcome
of
their
collaboration
enabled
the
students
to
gain
different

perspectives,
reasoning,
and
even
gather
evidence
that
was
later
used
to
compose
an

argumentative
writing.

There
was
a
disparity
in
actions
of
teacher
leaders
with
high-‐range
of
openness
to

teacher
leader
with
medium-‐range
of
openness
to
diversity.
The
observations
suggested

that
teacher
leaders
with
high
openness
towards
diversity
support
and
engage
in

collaboration
in
order
to
“advance
shared
goal
and
professional
learning”
(Teacher

Leadership
Exploratory
Consortium,
2011,
p.
16)
that
would
impact
student
achievement.

Theme
3:
Concentrated
support
for
teachers.

Teachers
B,
and
C
worked
with
a

myriad
of
other
classroom
teachers
and
teacher
leaders.
They
devoted
much
of
their
time

and
effort
in
supporting
the
professional
growth
and
influencing
the
teaching
profession
in

general.
Since
Teachers
A
and
D
were
observed
teaching,
they
were
not
observed
working

with
other
educators.

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In
the
meeting
of
administrators
and
Teacher
B,
most
of
the
discussion
revolved

around
vision-‐creation
and
student
achievement;
however,
Teacher
B
also
focused
on
the

teachers.
Specifically,
she
focused
on
the
teacher
as
a
learner,
his/her
prior
knowledge
and

the
potential
for
cognitive
over-‐load.
While
debating
over
delivery
of
professional

development,
she
says,
“As
I
think
about
it
from
a
variety
of
perspective
from
teachers
who

have
different
subject
areas
of
expertise,
if
we
were
to
mention
federal,
state
and
local

mandates,
that
might
be
a
little
overwhelming
because
they
just
may
not
have
that

familiarity
with
the
different
level
of
what
the
expectations
are.”
Later
on
in
the

conversation,
she
reiterates,
“You
got
so
many
different
learners.
Some
are
gonna
wanna

see
something
like
to
know
that
this
is
where
we’re
headed.
Others
are
gonna
be
like
don’t

make
it
complicated
for
me
-‐
I
don’t
wanna
see
that.
Give
me
the
questions
so
we
can
go

there.”
The
group
discussed
whether
to
approach
the
professional
development
as
goal-‐
oriented
or
self-‐discovery.
Goal-‐oriented
approach
would
begin
with
a
purpose
and
clear

objectives
for
creating
the
school
vision.
Self-‐discovery
approach
would
make
the
purpose

more
nebulous
and
allow
creativity
and
diversity
in
products
and
answers.
She
wonders,

“[…]
if
we
pose
some
of
these
questions
to
them
how
they
might
respond.
They
might
be

able
to
come
up
with
all.”
The
group
decides
to
use
a
set
of
guiding
questions
to
facilitate

self-‐approach
to
learning.

Teacher
C
focuses
on
teachers
during
his
PLC
meeting:
teacher
as
leaders
and

collaboration
among
teachers
for
professional
growth.
He
expressed
this
through
the
two

professional
norms
he
offered:
teachers
taking
leadership
and
teachers
taking
ownership

of
own
learning.
He
said
that
he
felt
it
was
important
for
every
teacher
to
have
an
intrinsic

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motivation
to
collaborate,
contribute,
and
learn
from
each
PLC
meeting.
He
further

proposed
PLCs
that
stemmed
from
every
teacher’s
organic
learning
needs.

Teacher
leaders
concentrate
much
of
their
time
supporting
other
teachers.
By

working
with
and
supporting
other
classroom
teachers
and
teacher
leaders,
they
were
able

to
impact
student
learning
at
large
by
influencing
systematic
changes.

Interviews

Theme
1:
Being
a
model
for
other
teachers.

When
asked
the
questions,
“what

role
do
you
play
as
a
teacher
leader”
and
“what
do
you
believe
are
the
characteristics
of
an

effective
teacher
leader,”
teacher
A
responded:

I
don’t
think
I
would
necessarily
define
myself
as
a
teacher
leader.
I
think
all

teachers
are
leaders
on
campus
in
one-‐way
or
another.
We
are
supposed
to
set
a

precedent
for
our
students
and
for
other
staff
members.
I
think
being
a
teacher

leader,
to
me,
means
setting
an
example.
I
think
some
characteristics
of
an
effective

teacher
leader,
again,
somebody
who
sets
an
example,
who
is
accomplishing
the
task

that
they
should
be
doing
and
a
task
that
they
say
they
will
do.”

Teacher
B
believed
that
teacher
leaders
should
“Model,
and
demonstrate
a
capacity

for
self-‐reflection
and
self-‐assessment
as
well,
and
model
everything
you
expect
from
your

colleagues”
as
well
as
be
a
role
model
for
your
students.
In
addition,
characteristics
of
an

effective
teacher
leader
are
risk-‐taking,
listening,
putting
on
different
roles
depending
on

the
context,
and
speaking
the
truth.

Teacher
D
believed
that
being
a
model
for
your
students,
but
also
in
allowing

students
model
for
each
other
through
“leadership
roles.”
Modeling
should
be
carried
out

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“not
only
colleague
to
colleague
but
also
teacher
to
student,
to
promote
as
much
of

positives
as
we
can.”

Peer
modeling
was
an
important
belief
held
by
teacher
leaders.
In
essence,
they

believed
that
an
effective
teacher
led
by
their
actions
first
and
words
second.

By
being
a

positive
role
model
for
their
colleagues,
as
well
as
setting
an
example
for
their
students,

teacher
leaders
believed
they
could
make
positive
changes
for
student
learning
and
the

school
in
general.

Theme
2:
Engaging
in
Collaboration.

Collaboration
and
communication
was
an

essential
tool
used
by
teacher
leaders
to
increase
teacher
effectiveness.
Teacher
leaders
felt

that
collaboration
increased
awareness
of
the
positives,
as
well
as
potential
problems,

currently
existing
at
the
school.
It
also
stemmed
an
intrinsic
motivation
for
teachers
to

support
their
own
and
each
other’s
learning,
professional
growth,
and,
eventually,
impact

student
achievement.

Teacher
A
discussed
collaboration
in
the
sense
of
communication.
She
said:

I
think
that
the
groups
of
teachers
don’t
necessarily
interact
with
each
other.
There’s

not
a
lot
of
cross
communication
going
on
between
departments
and
between
even

departments
within
their
classrooms,
if
that
makes
sense.
I
think
to
better
address

that.
Teachers
should
be
required
to
work
with
not
just
their
department
but
work

with
other
departments
as
well.
That
way
everybody
understands
what
everybody

is
doing
in
their
own
classroom
because,
for
some
reason,
people
like
to
play
the

blame
game,
“Well
you’re
not
doing
this
or
you’re
not
doing
that.”

Teacher
B
focused
on
the
need
for
collaboration,
especially
in
the
time
of
change.

She
said,
“First
of
all,
I
am
very
aware
and
cognizant
that
change
takes
in
very
slow
and

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takes
place
over
time.
I'm
also
thoughtful
and
mindful
about
how
positive
change
can
be

when
you
build
some
awareness.”
Collaboration
and
feedback
are
necessary
to
grow
as
a

professional.
She
testifies
that,
“We've
experienced
a
lot
of
change
this
year.
I
mean,
we
had

some
growing
pains
and
then
we
had
some
feedback
on
the
PLC
(professional
learning

community)
process
that
needed
to
be
addressed
and
then
we
had
some
feedback
on
the

administration
that
was
getting
addressed.”
Teacher
B
believed
collaboration
sprouted

communication,
ownership,
teamwork,
and
essentially
a
community
in
which
teachers
can

support
and
learn
from
each
other.

Teacher
C
believed
that
effective
teacher
leaders
collaborate
and
have
the

“willingness
to
learn,
change
[…]
in
addition
to
proposing
and
making
sure
that
things
are

optimal.
You
(teacher
leaders)
need
to
(have
the)
willingness
to
totally
listen
and
take
ideas

and
info
from
others.”

Teacher
D
explained
that
his
Professional
Learning
Community
(PLC)
“continue
to

meet
and
collaborate
just
about
at
least,
on
an
every
other
day”
because
they
chose
to,
not

because
it
is
mandatory.
He
believed
in
collaborating
with
others
and
being
a
team-‐player.

Nobody
can
do
it
alone,
and
if
they
try,
then
we're
going
not
get
very
far.”
In
addition,

Teacher
D
spoke
of
collaborating
with
other
teachers,
teacher
leaders,
and
administrators

in
order
to
advocate
for
his
students,
specifically
diverse
populations.
He
wanted
to

increase
the
diversity
of
students
who
participated
in
extra
curricular
activities.
He
felt
that

only
certain
groups
of
students
had
access
to
sports,
clubs,
or
even
participating
in
certain

events.
He
spoke
about
collaborating
with
the
administrator,
athletic
director,
and
other

teachers
to
problem-‐solve
this
issue
of
diversity.

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Interview
data
suggests
that
all
Teachers
B,
C,
and
D
engaged
in
collaboration.
They

articulated
how
they
collaborated,
why
collaboration
was
impactful,
and
even
discussed

the
details
of
how
frequently
they
engaged
in
collaboration
with
their
peers
or

administrators.
Teacher
A
expressed
a
value
for
collaboration
across
content
areas;

however,
it
is
also
implied
that
Teacher
A
does
not
engage
in
collaboration.
The
notable

difference
between
teacher
leaders
with
high-‐range
of
openness
toward
diversity
is
they

actually
engaged
in
collaboration
while
the
teacher
leader
with
medium-‐range
of
openness

only
spoke
of
collaboration
actions
and
did
not
indicate
any
evidence
of
collaboration.

Theme
3:
Concentrated
Support
for
Teachers.

Interview
data
suggests
that

teacher
leaders
with
high
positive
beliefs
toward
diversity
visibly
engage
in
actions
that

support
other
classroom
teachers
and
teacher
leaders.

Teachers
B,
C,
&
D
viewed
their
roles
as
supporting
a
change
process
that
included

influencing
classroom
teachers.
Teacher
leaders
not
only
directly
supported
student

achievement,
but
worked
closely
with
other
teachers
and
teacher
leaders.
They
held

sophisticated
knowledge
about
adult-‐learning
and
how
to
support
their
colleagues
in

becoming
effective
teachers
for
culturally
and
linguistically
diverse
populations.

Teacher
B
believed
that
before
“positive
conversations
could
even
occur
for
that

change,”
teachers
need
feedback
and
time
for
reflection.
She
expressed
that,
in
order
for

positive
change
to
occur
effectively,
“There
are
times
to
let
the
teachers
try
things
and
learn

from
experience.”
During
the
interview,
Teacher
B
frequently
referred
to
the
teachers
she

was
supporting
as
she
explored
the
variety
of
the
“hats”
she
put
on
to
meet
the
needs
of

diverse
learners
(teachers).
The
characteristics
of
a
teacher
leader
“would
be
to
be
able
to

differentiate
how
I
approach
individuals
and
how
I
approach
small
learning
communities,

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and
a
whole
group
to
support
their
professional
growth.”
By
having
a
solid
understanding

of
adult-‐learning,
Teacher
B
supported
positive
change
in
teacher’s
professional
practice
by

differentiating
her
approach
with
each
teacher.

As
a
Special
Education
department
chair,
Teacher
C’s
roles
included
supporting
the

needs
of
students
with
disabilities
by
working
with
teachers.
In
any
given
day,
he
explained

that
he
could
easily
be
in
multiple
meetings,
such
as
Professional
Learning
Communities

(PLCs),
team
collaborations,
or
IEP
meetings.
In
any
of
these
situations,
he
said
he
tries
to

support
but
also
challenges
his
colleagues.
He
confides,
“I
think
I
always
strive
to
kind
of

challenge
what
I
feel
is
not
working
in
a
non-‐optimal
way.”
Teacher
C
clarifies
by
adding
on,

“I
do
my
best
to
bring
that
(problem)
to
the
forefront
and
in
doing
so,
I
try
to
offer
an

alternative.
Rather
than
just
making
a
criticism
of
what
it
is,
I
do
make
a
conscious
effort
to

provide
some
type
of
alternative”
to
support
fellow
classroom
teachers.
Teacher
C
felt
that

a
part
of
his
role
of
being
a
teacher
leader
was
to
always
improve
the
teaching
practice
and

challenge
the
professional
growth
of
his
colleagues.

Teacher
D
connected
student
achievement
with
teacher
achievement.
He
feels
that

teachers
have
to
“have
the
opportunities
to
have
a
leadership
role,
to
build
levels.”
He
also

believed
that,
in
order
for
positive
change
to
occur,
it
needed
to
include
teachers
(not
only

students),
especially
so
that
teachers
would
feel
empowered
and
take
ownership
of
the

school.
Teacher
D’s
sophisticated
understanding
of
teacher
needs
went
beyond
the

classroom
level.
In
turn,
he
was
able
to
rationalize
possible
solutions
to
improve
teacher

practice
and
build
a
positive
culture
and
climate
for
the
school.

There
was
a
disparity
between
the
actions
of
Teacher
A
and
actions
of
Teachers
B,
C,

and
D.
Teacher
A
did
not
evidence
any
actions
that
supported
other
teachers
or
teacher

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leaders.
Teacher
leaders
with
high
positive
beliefs
exhibited
an
understanding
that

classroom
teachers
were
the
most
influential
factors
in
student
learning
outcomes.
They

also
demonstrated
a
genuine
understanding
of
the
teaching
profession
and
concentrated

much
of
their
energy,
time
and
efforts
in
influencing
the
practice
of
other
classroom

teachers
and
teacher
leaders.
As
a
consequence,
teacher
leaders
are
able
to
impact
student

learning
by
positively
affecting
teachers.

Data
Analysis:
Research
Question
Two

Teacher
leaders’
beliefs
were
an
indication
of
their
actions.
Teacher
leaders
with

high
positive
beliefs
toward
diversity
promoted
positive
beliefs
in
other
teachers
and

supported
culturally
and
linguistically
diverse
learners
by
being
a
model
for
other
teachers,

engaging
in
collaboration,
and
supporting
other
teachers.

There
was
a
disparity
within
the
actions
of
teacher
leader
with
high-‐range
of

openness
to
diversity
and
teacher
leader
with
medium-‐range
of
openness
to
diversity.

Teachers
B,
C,
and
D
promoted
and
fostered
positive
beliefs
in
other
teachers
by
being

model
classroom
teachers
and/or
teacher
leaders,
engaging
in
frequent
and
authentic

collaboration
with
other
educators,
and
focusing
their
support
on
teachers
in
addition
to

students.

Teacher
A’s
data
did
not
indicate
teacher
support.
She
also
made
unsubstantiated

statements
about
the
importance
of
collaboration
and
being
a
model.

Teachers
A
and
D
were
both
observed
utilizing
unconventional
instructional

practices
that
supported
the
learning
of
diverse
students.
The
data
suggests
that
they
both

could
be
perceived
as
model
classroom
teachers.
However,
teacher
leaders
with
high-‐range

of
openness
to
diversity
also
modeled
leadership
skills.
Teacher
Leader
Model
Standards

explains
that
teacher
leaders
engage
in
leadership
roles
by
modeling
“effective
skills
in

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listening,
presenting
ideas,
leading
discussions,
clarifying,
mediating,
and
identifying
the

needs
of
self
and
others
in
order
to
advance
shared
goals
and
professional
learning”
(pp.

14-‐20).
Teachers
B,
C,
D
exhibited
teacher
leadership
roles
by
modeling
exemplary

leadership.
They
were
specifically
observed
modeling
effective
listening
and
presenting

ideas
that
negotiated
for
and
created
new
meaning.

A
notable
difference
between
Teacher
A
and
Teachers
B,
C,
and
D
is
that
they

modeled
exemplary
teacher
leadership
by
going
above
and
beyond
their
prescribed
job

duties.
Teacher
B’s
explicit
duty
of
being
a
Professional
Learning
Community
(PLC)
was
one

small
facet
of
her
role.
She
was
observed
in
a
different
meeting
with
administrators
and

teachers
developing
a
professional
development
with
the
staff.
Teacher
Cs
and
D
were
both

in
the
classroom
but
also
participated
in
leadership
role
where
they
supported
the
growth

other
educators
and/or
programs.
They
challenged
the
problems
of
the
school
and

encouraged
plans
in
negotiating
a
solution.

Interview
and
observation
data
also
suggests
that
effective
teacher
leaders
support

and
challenge
the
growth
of
other
educators,
and
not
just
their
immediate
students.
In
this

way,
they
are
able
to
influence
change
on
a
bigger
scale
and
impact
programs
and
systems

that
directly
or
indirectly
impact
student
achievements.
Teachers
B,
C,
and
D,
who
indicated

high
openness
to
diversity,
revealed
being
model
teacher
leaders
for
other
educators.
They

influenced
the
decisions
of
administrators
and
or
other
teachers,
and
the
impact
of
their

actions,
evidently,
can
affect
students’
academic
experience.

Teacher
A,
with
a
medium
range
of
openness
to
diversity,
had
limited
influence
with

other
educators.
Model
instructional
practices
were
observed
in
her
classroom
teaching,

and,
although
she
can
be
understood
as
a
model
for
her
students,
her
influence
was
limited

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to
the
classroom.

Teacher
A
revealed
that
she
believed
in
being
a
model
for
her
students

and
her
peers.
Although
she
can
be
recognized
as
an
effective
classroom
teacher
model,

Teacher
A
did
not
display
any
leadership
characteristics.
There
was
no
evidence
of
Teacher

A’s
involvement
as
a
leader
and
no
indication
that
she
informally
supported
other
teachers

to
advocate
for
students.

Modeling
and
collaboration
were
inextricably
linked.
Teacher
leaders
with
high

positive
beliefs
were
focused
on
supporting
other
classroom
teachers
through

collaboration
and
mentoring.
Teacher
leaders
with
positive
beliefs
used
their
influence
and

collaboration
to
affect
larger-‐scale
changes
to
impact
student
achievement
beyond
the

classroom.
Teacher
leaders
analyzed
the
potential
challenges
and
inequities
of
the
school

(Bensimon,
2005).
Teachers
B,
C,
D
used
collaboration
to
“problematize
the
problem”

through
a
process
of
self-‐inquiry
(Cochran-‐Smith
&
Lytle,
1999;
Loughran,
2006)
and

generate
possible
solutions.
To
certain
degrees,
teacher
leaders
with
positive
beliefs

engaged
in
the
reflective
cycle
(Rodgers,
2002).

Ultimately,
teacher
leaders
may
use

collaboration
to
create
a
“climate
of
trust
and
critical
reflection
in
order
to
engage

colleagues
in
challenging
conversations
about
student
learning”
(Teacher
Leadership

Exploratory
Consortium,
2011,
p.
18).

Teacher
B
utilized
collaboration
to
gain
a
different
perspective
about
the
purpose
of

the
school’s
vision.
She
used
these
perspectives
to
guide
her
team
in
designing
a

professional
development
for
the
staff.
Teacher
C
collaborated
with
other
teachers
to

envision
a
more
effective
way
to
work
in
professional
learning
communities.
With
the

support
of
Teacher
B
as
the
Professional
Learning
Community
(PLC)
facilitator,
the
team

incorporated
California
Continuum
for
the
Teaching
Profession
(2009)
and
Professional

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Learning
Community
continuum
to
assess
their
current
status.
They
used
the
PLC
as
a

direct
venue
for
teachers
to
collaborate
and
to
challenge
negative
beliefs
and
action

(Cochran-‐Smith
&
Lytle;
Loughran,
2006)
by
creating
dissonance
and
making
the
practice

problematic
(Loughran,
2006).
Teacher
D
participated
in
collaboration
with
similar
content

area
teachers,
creating
curriculum
and
analyzing
student
work.
Teacher
D
was
also
active

in
the
athletic
department,
challenging
few
of
the
extracurricular
programs
that
did
include

diverse
population.
Through
collaboration,
Teacher
D
was
able
to
create
opportunities
for

diverse
learners
to
engage
in
school
activities
through
sports.

Teachers
are,
ultimately,
the
chief
influential
factor
in
determining
students’
success

(Darling-‐Hammond,
2007).
In
order
to
impact
the
greatest
positive
change
for
students,

teacher
leaders
need
to
focus
their
support
on
other
classroom
teachers
and
teacher

leaders.

Teachers
B,
C,
and
D
demonstrated
the
ability
to
perceive
beyond
the
problems
in

the
classroom
by
practicing
their
influence
on
other
educators
to
impact
the
greatest

positive
change
for
their
students.
Teacher
Leader
Model
Standards
outlined
the
following

as
actions
teacher
leaders
take
with
fellow
teachers:

Domain
I
(c):
The
teacher
leader
“employs
facilitation
skills
to
create
trust
among

colleagues,
develop
collective
wisdom,
build
ownership
and
action
that
support

student
learning”
(p.
14);

Domain
III
(c):
The
teacher
leader
“facilitates
professional
learning
among

colleagues”
(p.
16).

Domain
IV
(c):
The
teacher
leader
“supports
colleagues’
individual
and
collective

reflection
and
professional
growth
by
serving
in
roles
such
as
mentor,
coach,
and

mentor
facilitator”
(p.
17);

As
detailed
through
the
model
standards,
teacher
leaders
think
beyond
just
the

classroom.
Teacher
B
focused
her
support
on
administrators
and
teachers
through

frequent
and
ongoing
collaboration.
In
these
meetings,
she
engaged
in
discussions
about

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133

the
school
vision,
teachers
as
learners,
best
practices,
and
student
learning.
Teacher
B

worked
with
and
supported
a
multitude
of
teachers
from
different
content
areas
as
well
as

teacher
leaders
with
varying
degrees
of
leadership
roles.
By
focusing
her
support
on

teachers,
she
was
able
to
influence
site-‐based
decisions
that
would
eventually
impact

teachers
and
students
alike.

Teacher
C
also
concentrated
his
time
and
support
on
his
colleagues.
He
guided
other

teachers
through
reflective
dialogue
and
supported
each
member’s
individual
growth
and

learning
by
challenging
the
Professional
Learning
Community
(PLC)
to
build
ownership

and
take
leadership.
Through
Teacher
B’s
support
of
the
effectiveness
of
his
PLC,
the

teachers
would
be
able
to
effectively
collaborate
and
maximize
the
potential
of
their

collaboration.
Teacher
C
led
and
supported
his
colleagues
to
continuously
improve
their

own
practice
by
challenging
teachers
to
be
learners,
creating
opportunities
to
lead,
and

participating
in
ongoing
collaboration
(Lieberman
&
Miller,
2005).
By
focusing
his
time
and

support
on
influencing
change
of
his
PLC
members,
Teacher
B’s
leadership
can
have

implications
for
many
more
students.

Teacher
D
recognized
the
needs
of
his
students
beyond
the
limitations
of
his
own

classroom.
Just
by
teaching
a
variety
of
learners,
Teacher
D
was
able
to
recognize
that
some

students,
especially
diverse
learners,
struggled
with
motivation
and
participating
in
the

school
culture.
Teacher
D’s
vision
required
more
than
one
effective
teacher;
it
required

collaboration,
dedication
and
shared
vision
of
the
teachers’
school
wide.
Although
he
was
a

100%
classroom
teacher,
his
comprehensive
views
mirrored
the
roles
of
a
teacher
leader.

Teacher
D’s
leadership
roles
expanded
beyond
his
classroom.
His
primary
focus
was
in

influencing
the
actions
of
other
teachers,
leaders,
or
administrators.

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The
data
reported
a
notable
difference
in
Teacher
A’s
action.
Teacher
A’s
focus
was

on
students’
behavior
and
instructional
strategies.
It
lacked
any
interaction
with
other

teachers
or
teacher
leaders.
There
was
a
lack
of
evidence
to
indicate
Teacher
A’s
awareness

for
external
factors
(such
as
family,
socio-‐economical,
cultural,
etc.)
that
may
influence

student
learning
and
behavior.
No
data
suggests
that
Teacher
A
was
able
to
move
beyond

the
focus
and
boundaries
of
her
classroom,
such
as
teacher
actions,
programs,
or

infrastructure.

The
problems
and
changes
she
mentioned,
such
as
her
student’s
behavioral

problems
and
frequent
tardies,
were
a
small
part
of
a
bigger
system
or
institutional

problem.
However,
Teacher
A
did
not
articulate
an
awareness
or
connection
between
the

problems
in
the
classroom,
school,
and
even
the
community.
There
was
no
mention
of
her

role,
as
a
teacher,
on
the
students’
behavior
or
academic
achievement,
nor
the
effect
of

other
teachers
or
adults
to
induce
positive
change.

Effective
teacher
leaders
can
be
understood
as
teacher
leaders
with
high
positive

beliefs
toward
diversity
who
also
focus
their
role
and
time
on
supporting
other
teachers,

leaders,
and/or
administrators.
Teacher
leaders
at
this
capacity
understand
that,
in
order

to
affect
the
maximum
positive
change
for
diverse
learners,
the
beliefs
and
action
of

teachers
need
to
be
influenced.
Through
modeling,
collaboration,
and
focused
teacher

support,
effective
teacher
leaders
are
able
to
promote
and
foster
positive
beliefs
and

actions
in
classroom
teachers.

Summary

Teacher
leaders’
beliefs
were
a
strong
indication
of
their
actions.
High-‐range
of

openness
to
diversity
correlated
with
positive
actions
that
supported
teachers
who
teach

culturally
and
linguistically
diverse
learners.
Medium-‐range
of
openness
suggested
some

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135

value
of
leadership,
such
as
collaboration
and
modeling,
but
did
not
evidence
any
actions
to

validate
these
beliefs.

Teacher
leaders
believed
in
impacting
student
success.
However,
the
teacher

leaders
with
high
openness
towards
diversity
believed
in
impacting
student
success

through
positive
reinforcements,
models,
and
school
changes,
while
the
teacher
leader

without
high
openness
valued
negative
consequences.

All
teacher
leaders
valued

collaboration
and
distributive
leadership;
however,
the
teacher
leader
with
higher
positive

beliefs
actually
participated
in
collaboration
and
leadership
to
improve
student
learning

and
support
the
professional
growth
of
teachers.

All
teacher
leaders
can
be
identified
as
models;
however,
the
teacher
leaders
with

high
positive
beliefs
extended
their
modeling
to
impact
other
teachers.
While
all
teacher

leaders
spoke
about
the
value
of
collaboration
and
increased
communication,
only
teacher

leaders
with
high
openness
to
diversity
also
engaged
in
frequent
collaboration.
Teacher

leaders
with
positive
beliefs
frequently
participated
in
actions
that
supported
other

teachers,
leaders,
and/or
administrators.

Effective
teacher
leaders
were
identified
as
having
high-‐range
of
openness
towards

diversity
that
were
substantiated
by
their
actions.
Comparison
between
their
beliefs
and

actions
indicates
that
teacher
leaders
with
high
positive
beliefs
have
perceivable
actions

that
promote
positive
beliefs
and
action
of
other
teachers.
Ultimately,
effective
teacher

leaders
support
culturally
and
linguistically
diverse
learners
by
focusing
on
other
teachers

and
teacher
leaders.

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CHAPTER
FIVE:
CONCLUSION

Introduction

As
the
number
of
culturally
and
linguistically
diverse
(CLD)
learners
continues
to

increase
in
U.S.
public
schools,
the
need
for
effective
teachers
is
most
crucial.
CLD
students

come
to
the
classroom
with
myriad
background
and
cultural
knowledge
that
can
be
used
as

assets
to
guide
learning.
However,
some
teachers
view
diversity
as
a
liability
and
hindrance

to
learning.
Research
indicates
that
these
beliefs
are
deficit-‐thinking
that
stems
from
the

teacher’s
own
early
experience
and
prior
knowledge
(Bensimon,
2005).
These
beliefs

influence
teacher’s
actions
and
decisions
that
ultimately
have
an
impact
on
student

learning.

One
way
to
effectively
support
and
foster
equity-‐minded
teachers
is
through
teacher

leadership.
Teacher
leaders
who
work
daily
with
teachers
in
the
classroom
can
have
a

significant
effect
in
promoting
and
fostering
positive
beliefs
regarding
diverse
learners

through
collaboration,
modeling,
and
coaching
(Cochran-‐Smith
&
Lytle,
1999;
Loughran,

2006).
One
simple
yet
vital
decision
the
school
sites
can
make
to
have
an
impact
on
student

learning
is
thoughtful
selection
and
recruiting
of
teacher
leaders.
Teacher
leaders,
by

definition,
collaborate
and
support
other
teachers
(Teacher
Leadership
Exploratory

Consortium,
2011).
By
identifying
teacher
leaders
with
positive
beliefs
toward
diversity,

school
sites
may
promote
and
foster
positive
beliefs
and
actions
in
many
more
classroom

teachers.

Summary
of
Findings

Analysis
of
the
data
revealed
several
themes
from
teacher
leaders
with
positive

beliefs
toward
diversity.
Teacher
Leadership
Survey
identified
that
teachers
engaged
in

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137

multiple
leadership
roles
that
may
or
may
not
be
indicated
by
their
formal
titles.
In
reality,

teacher
leaders
engage
in
more
leadership
roles
than
prescribed
or
even
credited.
Teachers

B,
C,
and
D
all
displayed
leadership
outside
of
their
prescribed
duties.

Teacher
A
was
the
only
participant
identified
to
be
in
the
medium
range
of
openness

toward
diversity.

Although
her
results
were
at
the
higher
end
of
the
medium
range,
in

comparing
the
data
from
interviews
and
observation
of
other
participants,
stark

differences
were
found
between
this
teacher
and
the
actions
of
teacher
leaders
whose

beliefs
fell
in
the
high
range
versus
medium
range.
The
beliefs
survey
indicated
that
the

degree
of
openness
correlates
with
positive
actions
toward
promoting
diversity
and

supporting
culturally
and
linguistically
diverse
learners
to
succeed.
Teacher
leaders
with

high
openness
revealed
more
teacher-‐focused
support
and
modeling.
Follow-‐up
interviews

and
observations
revealed
positive
actions
of
teacher
leaders
who
support
other
educators.

Ultimately,
their
actions
may
impact
culturally
and
linguistically
diverse
learners.
The

findings
from
this
research
are:

1) Teachers
leaders
are
not
defined
by
explicit
titles;

2) Teacher
leader
beliefs
are
transparent
in
their
actions;

3) Teacher
leaders
with
positive
beliefs
have
positive
perception
of
students;

4) Teacher
leaders
with
positive
beliefs
take
actions
to
support
other
teachers;

5) Teacher
leaders
with
positive
beliefs
have
a
vision
for
the
school.

Finding
1:
Teacher
leaders
are
not
defined
by
explicit
titles

The
data
indicated
that
teacher
leadership
is
not
limited
to
teachers
with
explicit

titles.
Teacher
leaders
are
those
who
maximize
their
formal
and
informal
leadership
roles

to
model,
support,
and
mentor
other
teachers
to
impact
student
achievement
(Lieberman
&

Miller,
2005).
As
observed
through
the
surveys,
interviews,
and
observations,
findings
of

the
only
full-‐time
classroom
teacher,
Teacher
D,
signified
beliefs
and
actions
impacted
not

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only
student
learning
but
other
teachers
as
well.
Through
collaboration
with
the
athletic

department
and
other
colleagues,
his
beliefs
and
actions
influenced
the
actions
of
other

teachers.

Teacher
C
had
an
explicit
title
of
being
a
Special
Education
Department
Chair;

however,
his
leadership
influence
extended
beyond
these
roles.
He
participated
in
several

collaborative
groups:
Professional
learning
communities
(PLCs),
leadership
team,
Shared-‐
Decision
Making
committee,
and
the
English
Learner
Program
team.
Through
these

settings,
Teacher
C
had
much
influence
on
his
colleagues
and
major
decisions
of
the
school

that
impacted
student
learning.
Teacher
B
acted
beyond
her
explicit
title
and
role,
as
she

wore
“many
hats”
as
a
teacher
leader,
which
may
include
being
a
“sister,
counselor,
friend,

or
mentor
by
being
a
good
listener,
being
trust-‐worthy,
and
affirming.”
In
essence,
this

captures
multiple
roles
and
influence
of
teacher
leaders.
The
roles
of
teacher
leaders

cannot
be
limited
to
their
title’s
prescription.

Finding
2:
Teacher
leader
beliefs
are
transparent
in
their
actions

Pajares
(1992)
states
that
beliefs
cannot
be
directly
observed,
but
inferred
through

a
person's
actions,
words,
and
their
intentions.
As
indicated
by
all
four
participants,

regardless
of
their
roles,
the
results
from
the
Personal
and
Professional
Diversity
Survey

(Pohan
&
Aguilar,
1996)
matched
the
data
findings
from
their
interviews
and
observations.

Teacher
beliefs
are
significant
indicators
of
success
in
the
classroom
(Smith,
Moallem,
and

Sherill,
1997).
Teacher
A,
with
the
lowest
beliefs
score,
exhibited
the
same
limitations

through
her
approach
with
students,
learning,
and
choices
outside
of
the
classroom.
She

also
indicated
on
multiple
occasions
the
lens
of
perceiving
her
students
through
a
deficit-‐
cognitive
frame,
focusing
on
the
negative
aspects
and
externalizing
their
academic

deficiencies
as
natural
outcomes
of
their
diversity
and
background
(Bensimon,
2005).
Even

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139

as
a
100%
classroom
teacher,
Teacher
D,
with
the
highest
beliefs
score,
exhibited

leadership
roles
that
extended
outside
of
his
classroom.

Teacher
D
influenced
change
on
a

grander
scale
by
working
with
other
teachers,
teacher
leaders,
and
administrators
to

influence
programmatic
changes.

Through
interviews
and
observations,
Teacher
B
and
C’s
beliefs
matched
their

actions
in
observation.
Their
positive
perception
of
diverse
learners,
their
ability
to
reflect

on
their
own
practice,
and
their
maximizing
of
their
influence
with
classroom
teachers
was

evident
in
the
data
as
they
interacted
with
colleagues
and
administrators.

Finding
3:
Teacher
leaders
with
positive
beliefs
have
positive
perception
of
students

Beliefs
are
evident
in
the
teacher’s
expectations
of
students,
impacting
the
quality
of

education,
and
most
importantly
the
student’s
life
(Enterline,
Cochran-‐Smith,
Ludlow,

2008).
There
was
evident
difference
between
the
actions
of
Teacher
A,
who
scored
in
the

midrange
of
the
Personal
and
Professional
Diversity
Survey,
and
Teachers
B,
C,
and
D.

Teachers
with
a
deficit-‐cognitive
frame
externalize
academic
deficiencies
of
diverse

learners
as
the
natural
cause
of
their
culture,
background,
or
family.
They
fail
to
analyze
the

internal
factors,
such
as
their
own
beliefs
and
actions,
and
attribute
the
“problem”

stereotypical
assumptions
(Bensimon,
2005).

Teacher
A
exhibited
negative
beliefs
about

students
and
teachers
by
talking
about
their
behavior
and
lack
of
learning
with
a
deficit

cognitive
frame.
She
focused
on
the
behavioral
problems
of
the
students,
such
as
talking,

disrupting,
or
frequent
tardies.
Teacher
B
was
aware
of
the
challenge
diverse
learners
may

experience.
Unlike
Teacher
A,
Teacher
B
believed
that
the
responsibility
of
the
teacher
is
to

make
positive
changes
by
being
a
positive
role
model.
She
stated
that
one
positive
adult

role
model
could
positively
impact
the
life
of
a
struggling
student.
Teacher
D,
who
also

THE
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140

taught
Special
Education
students,
approached
his
class
with
a
positive
atmosphere,
and

held
all
students
to
the
same
high
expectations
with
support
and
differentiation.
He

understood
students
behavioral,
academic,
or
emotional
problems
as
perpetuated
by
the

community,
school,
or
teachers;
therefore,
the
change
needed
happen
on
a
systematic
level.

Finding
4:
Teacher
leaders
with
positive
beliefs
take
actions
to
support
other

teachers

Even
as
a
100%
classroom
teacher
with
no
formal
leadership
title,
Teacher
D

maximized
his
opportunity
to
interact
with
other
teachers
and
administrators.
He
met

frequently
with
his
grade
level
team
outside
of
the
administrative-‐mandated
parameters.

He
had
an
intrinsic
value
for
collaborating
and
being
a
team
player,
but
also
believed
in
its

value
to
impact
his
students’
learning.

Teacher
D
also
used
his
roles
in
the
athletic

department
to
collaborate
with
the
assistant
principal,
coaches,
and
students
to
make

positive
impact
in
students’
lives.
The
Teacher
Leadership
Exploratory
Consortium
(2010)

agreed
that
supporting
the
social
and
emotional
welfare
of
the
learner
by
boosting
school

climate
and
student
morale
is
a
significant
role
of
teacher
leaders.
Teacher
D
evidenced

frequent
interaction
and
collaboration
with
other
educators
to
influence
positive
change

for
the
students.

Teachers
B
and
C
also
had
high
beliefs
toward
diversity.
They
were
both
engaged
in

multiple
leadership
roles
where
they
were
able
to
affect
and
influence
other
classroom

teachers
as
well
as
administrators.
Teacher
B
was
not
afraid
to
speak
the
truth
or
challenge

ideas
as
she
saw
necessary
to
support
the
growth
of
teachers
as
well
as
impact
student

learning.
Teacher
B
was
“making
the
practice
problematic”
through
inquiry
and
analysis,

and
seeking
to
improve
the
practice
(Loughran,
2006).
Teacher
C
engaged
adults
to

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141

collaborate
and
work
to
their
maximum
potential
in
order
to
benefit
student
learning.
As

Teacher
Leadership
Exploratory
Consortium
(2010)
assess
leadership,
these
teacher
leader

collaborated
in
multiple
settings
and
used
their
leadership
roles
to
affect
positive
change

for
student
achievement.

It
was
evident
through
teacher
leaders’
actions
that
teacher
leaders
with
positive

beliefs
focused
much
of
their
support
with
other
teachers,
leaders,
or
administrators.
They

understood
that
great
impact
could
only
be
made
with
the
help
and
support
of
other

educators.
They
rallied
for
this
support
through
collaboration
and
continuously
challenging

their
colleagues
to
grow
as
professionals.

Finding
5:
Teacher
leaders
with
positive
beliefs
have
a
vision
for
the
school

Teacher
B
was
observed
engaging
in
a
collaborative
discussion
with
other
leaders
to

guide
teachers
to
create
or
revise
the
school
vision.
Teacher
leaders
who
have
a
vision
for
a

school
are
able
to
see
the
big
picture
and
long-‐term
goal
and
support
other
teachers
to
own

that
vision
as
well
(Northouse,
2010;
Teacher
Leadership
Exploratory
Consortium,
2011).

They
also
see
a
need
to
change
or
improve
the
school
in
order
positively
impact
student

learning.
A
change
Teacher
C
wanted
to
see
was
more
teacher
leadership
and
ownership.

He
began
that
process
by
influencing
the
teacher
practice
in
their
Professional
Learning

Community
(PLC).
The
process
of
creating
norms
was
similar
to
creating
vision
for
the

school.
By
using
the
process
of
inquiry,
both
teacher
leaders
looked
at
their
immediate

“experience”
by
describing
the
current
process
and
inquiring
steps
for
improvement

(Cochran-‐Smith
&
Lytle,
1999;
Rodgers,
2002).
In
both
settings,
teachers
translated
their

beliefs
into
expectations
and
collaborated
to
build
consensus
and
ownership.

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As
corroborated
by
California
Standards
for
the
Teaching
Profession
(2000),
school

culture
is
an
important
aspect
of
an
effective
school
system.
Teacher
D
believed
that
the

school
culture
needed
improvement.
He
began
by
discussing
the
school
climate
for

students,
their
lack
of
enthusiasm
or
ownership
of
the
curriculum.
Then,
he
extended
his

view
to
teachers
who
needed
ownership
by
creating
programs
and
implementing
changes.

Teacher
leader
identifies
inequities
(Bensimon,
2005;
Loughran,
2006)
and
affect
positive

change
by
collaborating
with
colleagues
(Teacher
Leadership
Exploratory
Consortium,

2010).
Teacher
D
believed
that,
when
everyone
had
ownership
and
enthusiasm,

participation
in
academic
and
social
activities
would
increase
and
the
school
culture
would

improve.

Teacher
leaders
with
positive
beliefs
maximized
their
roles
to
affect
large,

institutional
changes
that
could
influence
all
aspects
of
the
school:
administrators,
faculty,

and
students.

Implications
for
Practice

The
findings
from
this
research
led
to
several
implications
for
the
teaching

profession.
The
influence
of
beliefs
on
actions
of
teacher
leaders
and
teachers
is
an

imperative
knowledge
in
the
teaching
profession.
Beliefs
may
be
difficult
to
concretize
but

are
transparent
in
actions
(Pajares,
1977).
By
studying
the
positive
and
negative
actions
of

teacher
leaders,
their
beliefs
regarding
diversity
can
be
illuminated.
Using
multiple

measures,
such
as
surveys,
interviews,
or
observations,
can
identify
beliefs
and
actions
of

effective
teacher
leaders.
The
findings
from
this
research
affirm
the
importance
of
beliefs
in

teacher’s
actions
and
should
be
used
to
corroborate
other
beliefs-‐oriented
research

findings.

THE
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Implications
for
Teacher
Education
Programs

This
research
found
that
beliefs
and
actions
are
strongly
connected.
The
findings

from
this
research
enunciate
the
importance
of
beliefs
in
teacher
education
programs.

Since
beliefs
are
at
the
root
of
all
actions,
the
subject
of
beliefs
in
teacher
education
should

not
be
disregarded.

The
identification,
analysis,
and
fostering
of
positive
beliefs
should
be
a
foundation

for
all
teacher
education
programs.
The
research
and
literature
on
positive
beliefs
towards

diversity
can
support
the
revision
of
vision
and
mission
statements
of
teacher
education

programs.
Student
learning
outcomes
can
stem
from
literature
on
positive
beliefs
toward

diversity
provided
in
this
study.
Teacher
education
programs
could
also
utilize
the
beliefs

survey
to
evaluate
the
effectiveness
of
their
own
programs.
The
beliefs
instruments
could

be
used
to
recruit
potential
candidates,
measure
growth
of
positive
beliefs
over
the

credentialing
program,
and
also
as
an
exit
criterion.
Beliefs
instruments
could
also
be
used

as
intervention
methods,
offering
additional
support
to
teacher
candidate
who
may
not
be

exhibiting
high
openness
to
diversity.

Common
language
could
be
built
to
discuss
the
roles
and
actions
of
effective
teacher

leaders.
Teacher
leaders
with
positive
beliefs
were
an
invaluable
asset
to
the
school,

especially
in
advocating
positive
change
that
would
eventually
impact
culturally
and

linguistically
diverse
learners.
Teacher
leaders
exhibited
behaviors
that
were
corroborated

by
research
and
theory.
The
reoccurring
themes
of
collaboration
(Cochran-‐Smith
&
Lytle,

1999;
Loughran,
2006;
Rodgers,
2002),
problematizing
the
profession
or
knowledge

(Loughran,
2006),
knowledge-‐of-‐practice
(Cochran-‐Smith
&
Lytle,
1999),
and
inquiry

(Cochran-‐Smith
&
Lytle,
1999;
Rodgers,
2002)
can
inform
teacher
educators
as
they
create

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teacher
educator
programs.
These
findings
further
legitimize
the
profession
of
teacher

leadership.
Teacher
education
programs,
such
as
educational
leadership,
could
use
the

explicit
actions
of
effective
teacher
leaders
to
inform
their
curriculum
and
practice.
Teacher

educators
could
use
beliefs
survey
instrument
as
well
as
the
findings
of
teacher
leadership

actions
to
explicitly
model
effective
teacher
leadership.

Implications
for
the
Field
of
Teacher
Leadership

The
findings
may
impact
the
opportunity
to
professionalize
the
art
and
practice
of

teacher
leadership
through
proper
licensure
and/or
credentialing.
One
of
the
unique

qualities
of
teacher
leaders
was
their
influence
on
other
classroom
teachers.
This
type
of

influence
is
difficult
to
manage
by
administrators
or
district
officials.
The
relationship
and

degree
of
collaboration
teacher
leaders
are
able
to
facilitate
enables
other
teachers
to
learn

from
their
colleagues.
The
practice
of
teacher
leadership
is
currently
ongoing
at

educational
institutions.
However,
there
is
nothing
concrete
to
legitimize
or
recognize
the

role
of
teacher
leadership.
Teacher
leaders
go
unseen
and
unaccredited.

First
and
foremost,
one
implication
of
this
research
is
to
define
effective
teacher

leaders.
This
research
implicates
the
identification
of
effective
teacher
leaders
pre-‐
and
in-‐
service.
Being
able
to
identify
effective
teacher
leaders
has
possible
implications
for

educational
institution,
as
they
could
properly
identify,
recruit,
and/or
promote
teacher

leaders
who
would
have
the
most
positive
impact
on
other
teachers
and
students.
The

findings
from
this
research
also
inform
policy
makers
to
professionalize
teacher
leadership.

The
state
could
begin
by
offering
license
or
credentialing
opportunities
to
exemplary

teachers
who
would
like
to
seek
leadership
opportunities
but
do
not
want
to
leave
the

classrooms.

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Limitations

Some
practical
limitations
that
confined
this
research
should
be
taken
into
consideration

when
interpreting
the
findings:

a) This
research
is
limited
by
the
sample
population
of
one
high
school
in
a
suburban

neighborhood
with
four
case
study
“teacher
leaders.”
Corroborating
the
finding
of

this
research
by
researching
at
several
school
sites
with
a
bigger
sample
size
could

benefit
this
study.

b) The
researcher
had
a
unique
role
at
the
school
site.
She
was
a
teacher
at
the
site
of

research
who
had
previously
worked
as
district
personnel.
This
might
have
had

possible
impact
on
the
rate
of
responses
or
teachers’
willingness
to
participate.
The

researcher
used
a
variety
of
measures
to
eliminate
researcher
bias
and
reassure

content
validity.

c) This
research
identified
beliefs
and
actions
by
examining
surveys,
interviews,
and

observations.
It
cannot
be
concluded
that
survey
measure
alone
would
result
in

same
findings.
It
has
not
been
determined
whether
researchers
can
make

conclusions
about
actions
based
on
the
results
of
surveys
alone.

d) This
research
is
limited
to
the
study
of
identifying
beliefs
and
actions
of
teacher

leaders
with
positive
beliefs.
Although
initial
analysis
was
made
on
the
impact
of

their
beliefs
and
actions
on
other
teachers
and
students,
causality
of
these
beliefs

and
actions
cannot
be
determined
from
the
data.

Suggestions
for
Future
Research

a) The
comparison
of
teacher
leaders
with
positive
or
negative
beliefs
was
a
natural,

unintentional
result
of
this
research.
Future
research
can
conduct
an
intentional

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146

comparison
of
the
actions
of
teacher
leaders’
actions
who
have
positive
or
negative

beliefs.

b) Although
this
research
began
to
analyze
the
potential
effects
of
teacher
leader

actions
on
student
achievement,
a
direct
correlation
was
beyond
the
scope
of
this

study.
The
field
of
teacher
leadership,
in
order
to
build
validity
of
its
initial
findings,

can
benefit
from
directly
correlating
the
actions
of
teacher
leaders
with
positive

beliefs
to
the
impact
on
student
achievement.

c) One
of
the
findings
of
this
research
is
the
potential
impact
of
teacher
leaders
on

other
teachers
and
potential
future
teachers
leaders.
To
corroborate
the

effectiveness
of
teacher
leaders
with
positive
beliefs,
a
correlational
and/or

longitudinal
study
on
the
impact
of
effective
teacher
leaders
on
influencing
change

of
beliefs
or
actions
on
other
teachers
and
potential
teacher
leaders
would
broaden

the
field
of
teacher
education
and
knowledge
of
teacher
leadership.

Conclusion

With
so
many
culturally
and
linguistically
learners
academically
falling
behind,
it
is

important
that
individual
schools,
school
districts,
teacher
preparation
programs,
and

governmental
agencies
focus
their
resources
on
supporting
diverse
populations.
Classroom

teachers
are
continuously
struggling
with
a
changing
educational
system
and
high-‐stakes

testing,
and
as
resources
become
tighter,
the
expectation
of
classroom
teacher
continues
to

increase.
Teaching
is
a
complex
profession
and
an
ongoing
journey
of
growth
(Loughran,

2008).
As
classroom
teachers
continue
to
grow
and
struggle,
they
need
the
support
of

effective
teacher
leaders
who
are
at
the
frontline
of
learning,
instead
of
administrators
who

may
not
be
as
aware
of
the
everyday
challenges
of
a
teacher.
Teacher
leaders
with
positive

THE
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147

beliefs
toward
diverse
learners
were
found
to
have
beliefs
and
actions
that
positively

aligned.

These
teacher
leaders
frequently
engaged
in
teacher-‐focused,
school-‐wide
changes

that
challenged
the
problems
of
the
institution.
Teacher
leaders
were
exemplary
classroom

teachers
and/or
leaders
who
modeled
areas
of
expertise
to
their
colleagues
and

administrators.
Their
positive
beliefs
and
perceptions
of
diverse
learners
influenced

positive
actions
towards
promoting
diversity,
not
only
of
themselves,
but
also
of
their

colleagues
and
the
entire
school.
Their
positive
actions
were
a
catalyst
for
systematic

changes
that
would
eventually
affect
classroom
teachers
and
promote
the
social,
emotional,

and
academic
achievement
of
all
students.

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Appendix
A

Domain
Teacher
Leader
Model
Standards
Supporting
Research

Domain
I
Fostering
a
collaborative
culture
to
support

educator
development
and
student
learning

• strong
learning
community
with
professional

collaboration
(Stodolsky
&
Grossman,
2000)

• opportunities
to
work
with
and
along
a
group
of
diverse

colleagues

• building
relationships,
networking,
interrelationships

(Chambliss
&
Alexander,
2012)

• build
trust
and
rapport
by
increasing
skill
and

confidence
while
using
(available
and
unavailable

resources)
(Lierberman
&
Miller,
2005)

• strong
trust
in
others
with
a
room
for
uncertainty

(Thoonen,
Sleegers,
Oort,
Peetsma,
&
Geijsel,
2011)

• validate
teachers
ideas,
actions
and
ability

(Madhlangobe
&
Gordon,
2012)

Domain
II
Accessing
and
using
research
to
improve
practice

and
student
learning

• Practical
applicability
of
theory
(Madhlangobe
&

Gordon,
2012)

• Flexibility
and
vision
to
go
beyond
framework
(Nieto,

2005)

• Sociocultural
learning
(Smagorinsky,
2013)

• Teachers
as
researchers
(Cochran-‐Smith
&
Lytle,
1999)

Domain
III
Promoting
professional
learning
to
continuous

improvement

• strong
school
vision
(Thoonen,
Sleegers,
Oort,
Peetsma,

&
Geijsel,
2011)

• “process
that
changes
people”
(Northouse,
2010)

• provides
“inspirational
motivation,
intellectual

stimulation,
and
individual
consideration”
(Northouse,

2010)

• collective
born
and
socially
constructed
truth
and

perception
(Chambliss
&
Alexaner,
2012)

• publicizing
own
pedagogical
practices,
beliefs
and

visions
about
teaching
(Lieberman
&
Miller,
2005)

Domain
IV
Facilitating
improvements
in
instruction
and

student
learning

• thoughtfully
selected
pedagogical
practices,
extensive

subject
matter
competence
(California
Standards
for
the

Teaching
Profession,
2009)
“self-‐reflection,
goal-‐setting

and
inquiry
into
practice”
(California’s
Continuum
of

Teaching
Practice,
2009)

• Empirical
knowledge
–
no
absolute,
arbitrary
truth

(Kincheloe,
2004)

• Meaningful
learning
experiences
(Gentry,
Steengergen-‐
Hu,
&
Choi
,2011)

• Depth
of
knowledge
regarding
students’
knowledge,

adolescent
development
and
learning,
strengths,

interested,
and
families
and
communities
(California

Standards
for
the
Teaching
Profession,
2009)

• High
expectations
(Gentry,
Steengergen-‐Hu,
&
Choi

,2011)

• Responsive
Dispositions
(Kardash
&
Sinatra,
2003)

Domain
V
Promoting
the
use
of
assessments
and
data
for

school
and
district
improvements

• Teacher
Leadership
Exploratory
Consortium
(2008)

•

of
Mentor
Development,
New
Teacher
Center
(2005)

Domain
VI
Improving
outreach
and
collaboration
with
families

and
community

• taking
the
action
to
meet
the
social,
emotional,
and

academic
needs
of
culturally
diverse
groups
of
students”

(Cochran-‐Smith
&
Lytle,
1992)

• Bennett’s
(2001)
four
clusters
of
multicultural

education:
curriculum
reform,
equity
pedagogy,

multicultural
competence,
and
societal
equity

Domain
VII
Advocating
for
student
learning
and
the
profession
• Self-‐awareness/self-‐reflectiveness
(Garmon,
2010)

• Looking
into
their
own
practice
with
deep
analysis

(Lieberman
&
Pointer-‐Mace,
2009)

• Learning
opportunities
and
experiences
(Thoonen,

Sleegers,
Oort,
Peetsma,
&
Geijsel,
2011)

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

158

Appendix
B

Teacher
Leadership
–
Survey
A

Directions:
For
each
of
the
statements
below,
identify
how
often
you
are
involved
in
the
following
roles.

(1)
Never
(2)
Sometimes
(3)

Frequently
(4)
Always

1. I
utilize
group
processes
to
help
my
colleagues
work

collaboratively
to
solve
problems,
make
decisions,
manage

conflict,
and
promote
meaningful
change.

Never
Sometimes
Frequently
Always

2. I
model
effective
skills
in
listening,
presenting
ideas,
leading

discussions,
clarifying,
mediating,
and
identifying
the
needs
of
self

and
others
in
order
to
advance
shared
goals
and
professional

learning.

Never
Sometimes
Frequently
Always

3. I
use
knowledge
and
understanding
of
different
backgrounds,

ethnicities,
cultures,
and
languages
to
promote
effective

interactions
among
colleagues.

Never
Sometimes
Frequently
Always

4. I
assist
colleagues
in
accessing
and
using
research
in
order
to

select
appropriate
strategies
to
improve
student
learning.

Never
Sometimes
Frequently
Always

5. I
facilitate
the
analysis
of
student
learning
data,
collaborative

interpretation
of
results,
and
application
of
findings
to
improve

teaching
and
learning

Never
Sometimes
Frequently
Always

6. I
teach
and
support
my
colleagues
to
collect,
analyze,
and

communicate
data
from
their
classrooms
to
improve
teaching
and

learning.

Never
Sometimes
Frequently
Always

7. I
collaborate
with
colleagues
and
school
administrators
to
plan

professional
learning
that
is
team-‐based,
job-‐embedded,

sustained
over
time,
aligned
with
content
standards,
and
linked

to
school/district
improvement
goals.

Never
Sometimes
Frequently
Always

8. I
use
information
about
adult
learning
to
respond
to
the
diverse

learning
needs
of
colleagues
by
identifying,
promoting,
and

facilitating
varied
and
differentiated
professional
learning

Never
Sometimes
Frequently
Always

9. I
facilitate
professional
learning
among
colleagues.

Never
Sometimes
Frequently
Always

10. I
provide
constructive
feedback
to
colleagues
to
strengthen

teaching
practice
and
improve
student
learning.

Never
Sometimes
Frequently
Always

11. I
facilitate
the
collection,
analysis,
and
use
of
classroom
and

school-‐based
data
to
identify
opportunities
to
curriculum,

instruction,
assessment,
school
organization,
and
school
culture

Never
Sometimes
Frequently
Always

12. I
engage
in
reflective
dialog
with
colleagues
based
on
observation

of
instruction,
student
work,
and
assessment
data
and
helps

make
connections
to
research-‐based
effective
practices.

Never
Sometimes
Frequently
Always

13. I
support
my
colleagues’
individual
and
collective
reflection
and

professional
growth
by
serving
in
roles
such
as
mentor,
coach,

and
content
facilitator.

Never
Sometimes
Frequently
Always

14. I
serve
as
a
team
leader
to
harness
the
skills,
expertise,
and

knowledge
of
colleagues
to
address
curricular
expectations
and

student
learning
needs.

Never
Sometimes
Frequently
Always

15. I
promote
instructional
strategies
that
address
issues
of
diversity

and
equity
in
the
classroom.

Never
Sometimes
Frequently
Always

16. I
collaborate
with
colleagues
in
the
design,
implementation,

scoring,
and
interpretation
of
student
data
to
improve

educational
practice
and
student
learning.

Never
Sometimes
Frequently
Always

17. I
work
with
colleagues
to
use
assessment
and
data
findings
to

promote
changes
in
instructional
practices.

Never
Sometimes
Frequently
Always

18. I
create
a
climate
of
trust
and
critical
reflection
in
order
to
engage

colleagues
in
challenging
conversations
about
student
learning

data
that
lead
to
solutions.

Never
Sometimes
Frequently
Always

19. I
use
knowledge
and
understanding
of
the
different
backgrounds,

Never
Sometimes
Frequently
Always

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

159

ethnicities,
cultures,
and
languages
in
the
school
community
to

promote
effective
interactions
among
colleagues,
families,
and

the
larger
community.

20. I
facilitate
my
colleagues’
self-‐examination
of
their
own

understandings
of
community
culture
and
diversity
and
how
they

can
develop
culturally
responsive
strategies
to
enrich
the

educational
experiences
of
students
and
achieve
high
levels
of

learning
for
all
students.

Never
Sometimes
Frequently
Always

21. I
develop
a
shared
understanding
among
colleagues
of
the

diverse
educational
needs
of
families
and
the
community.

Never
Sometimes
Frequently
Always

22. I
collaborate
with
families,
communities,
and
colleagues
to

develop
comprehensive
strategies
to
address
the
diverse

educational
needs
of
families
and
the
community.

Never
Sometimes
Frequently
Always

23. I
share
information
with
colleagues
within
and/or
beyond
the

district
regarding
how
local,
state,
and
national
trends
and

policies
can
impact
classroom
practices
and
expectations
for

student
learning.

Never
Sometimes
Frequently
Always

24. I
work
with
colleagues
to
identify
and
use
research
to
advocate

for
teaching
and
learning
processes
that
meet
the
needs
of
all

students.

Never
Sometimes
Frequently
Always

25. I
advocate
for
access
to
professional
resources,
including
financial

support
and
human
and
other
material
resources
that
allow

colleagues
to
spend
significant
time
learning
about
effective

practices
and
developing
a
professional
learning
community

focused
on
school
improvement
goals.

Never
Sometimes
Frequently
Always

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

160

Appendix
C

Personal
and
Professional
Beliefs
about
Diversity
–
Survey
B

Directions:
For
each
of
the
statements
below,
mark
the
extent
in
which
you
agree
or
disagree
using
the

following
scale:
(1)
strongly
disagree
(2)
disagree
(3)
agree
(4)
strongly
agree.

1. America’s
immigrant
policy
has
led
to

deterioration
of
America.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

2. White
(European)
people
are
the

dominant
group
in
education.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

3. The
reason
people
live
in
poverty
is

that
they
lack
motivation
to
get

themselves
out
of
poverty.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

4. People
should
develop
meaningful

friendships
with
others
from
different

racial/ethnic
groups.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

5. In
general,
White
people
place
a
higher

value
on
education
than
people
of

color.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

6. It
is
more
important
for
immigrants
to

learn
English
than
to
maintain
their

first
language.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

7. Teachers
should
not
be
expected
to

adjust
their
preferred
mode
of

instruction
to
accommodate
the
needs

of
all
students.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

8. The
traditional
classroom
has
been
set

up
to
support
the
middle
class

lifestyle.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

9. Students
and
teachers
would
benefit

from
having
basic
understanding
of

diverse
backgrounds
and
cultures.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

10. All
students
should
be
encouraged
to

become
fluent
in
a
second
language.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

11. Only
schools
serving
students
of
color

need
a
racially,
ethnically,
and

culturally
diverse
staff
and
faculty.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

12. Tests,
particularly
standardized
tests,

have
frequently
been
used
as
a
basis

for
segregating
students.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

13. People
of
color
are
adequately

represented
in
most
textbooks
today.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

14. Generally,
teachers
should
group

students
by
ability
levels.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

161

15. English
learners,
and
their
families,
do

not
care
about
their
education.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

16. Students
living
in
racially
isolated

neighborhoods
can
benefit
socially

from
participating
in
racially

integrated
classrooms.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

17. Historically,
education
has
been

monocultural,
reflecting
only
one

reality
and
has
been
biased
toward
the

dominant
(European)
group.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

18. Whenever
possible,
second
language

learners
should
receive
instruction
in

their
first
language
until
they
are

proficient
enough
to
learn
via
English

instruction.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

19. Teachers
often
expect
less
from

students
from
the
lower

socioeconomic
class.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

20. Multicultural
education
is
most

beneficial
for
students
of
color.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

21. In
order
to
be
effective
with
all

students,
teachers
should
have

experience
working
with
students

from
diverse
racial
and
ethnic

backgrounds.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

22. Students
from
lower
socioeconomic

backgrounds
typically
have
fewer

educational
opportunities
than

middle-‐class
peers.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

23. Students
should
not
be
allowed
to

speak
a
language
other
than
English

while
in
school.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

24. English
learners
cause
disciplinary

problems
in
the
classroom.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

25. Multicultural
education
is
less

important
than
reading,
writing,

arithmetic,
and
computer
literacy.

Highly

Disagree

☐

Disagree

☐

Agree

☐

Highly

Agree

☐

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

162

Appendix
D

Observation
Protocol

Context
Observation
Data
Researcher

Memos,
reactions,

questions

Physical

Setting

e.g.
classroom

set-‐up,
teacher

location

Participants

e.g.
teacher,

mentor,

students,
etc.

involved

Activities
&

Interactions

e.g.
lesson
plan,

content
of
the

meeting,
or

explicit
and

implicit

actions,
such
as

walking

around,
who
is

doing
what,
etc.

Conversations

Subtle
Factors

e.g.
silences,

eye-‐contact,

body
language

Behavior
of

the

researcher

e.g.
actions

taken
or
words

spoken
during

observation

THE
BELIEFS
AND
RELATED
PRACTICES
OF
EFFECTIVE
TEACHER
LEADERS

163

Appendix
E

Interview
Protocol
(Sample
questions)

1. During
our
observation,
I
observed
__________.
I’m
wondering
what
your
thought

were
&n