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The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching.

A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model.

This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.”

In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.

This study explores the relationships among multiple factors, including growth mindset, lifelong learning and continuous professional development (CPD), influencing teachers’ integration of information and communication technology (ICT) into their teaching methods.

The study involved 1,095 Indonesian vocational high school teachers who participated in in-service or preservice teacher development programs. Data was collected through a survey, and a structural equation model with partial least squares parameter estimation was used to analyze the relationships and mediations.

Structural equation modeling revealed that a growth mindset positively affects both lifelong learning and CPD. Moreover, lifelong learning positively impacts CPD. Furthermore, all of these variables demonstrate a positive effect on teachers’ ICT integration in the classroom. The findings indicate that lifelong learning and CPD partially mediate the relationship between a growth mindset and ICT integration.

This study contributes to the literature on the determinants of teachers’ ICT usage postparticipation in in-service and preservice teacher programs. The findings underscore the significant impact of a growth mindset on teachers’ ICT use in the classroom.

The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

Considers the language of professional development and demonstrates how principals with different professional beliefs and understandings interpret the language of education differently. This work is based on a two‐year study of eight principals in a school district undergoing a policy change in the supervision and evaluation of teachers. Because principals mediate through their professional beliefs the language of both policy change and professional development that leads to policy change, groups of principals within a single district may interpret and implement policy change differently. Shows that principals do not necessarily have a common understanding of the language of education. Without a common understanding of language, policy is open to individual interpretation.

A growing body of research has pointed to the potential benefits of a co-teaching clinical residency model in preservice education. Preservice co-teaching research has focused primarily on conditions necessary for effective co-teaching to occur, factors that inhibit successful co-teaching implementation, and teacher candidate development. Researchers have called for further exploration into potential benefits of preservice co-teaching models for the mentor teacher. In this study, the authors explored ways in which mentor teachers who participated in a co-teaching pre-service program experienced professional growth.

In order to gain insights into the perspectives of mentor teachers and ways in which they experienced professional growth through their experiences in the co-teaching program, the authors used a qualitative, descriptive approach. The authors’ primary data source included interviews conducted with 42 mentor teachers from five content-areas. Researcher communication and interactions with co-teachers over time, along with artifacts including field notes, co-teacher reflections on practice, and program documents, served as peripheral data sources.

Results indicated that co-teachers experienced meaningful professional growth in areas represented by the following themes: (1) critical reflection, (2) pedagogical renewal, (3) in situ feedback and refining practice and (4) application of learning to leadership roles.

This study, which is one of only a few studies focusing explicitly on mentor co-teacher professional growth, provided new insights into learning opportunities afforded to mentor teachers through a participation in a blended model of co-teaching and communities of practice.

The purpose of this paper is to examine the interactive effect of human capital in financial development–economic growth nexus. Relative to the quantity-based measure of enrolment rates, the main aim was to determine how quality of human capital proxied by pupil–teacher ratio influences the relationship between domestic financial sector development and overall economic growth.

Data are obtained from the World Development Indicators of the World Bank for 29 sub-Saharan African (SSA) countries over the period 1980–2014. The analyses were conducted using the system generalised method of moments within the endogenous growth framework while controlling for country-specific and time effects. The author also follows Papke and Wooldridge procedure in examining the long-run estimates of the variables of interest.

The key finding is that, while both human capital and financial development unconditionally promotes growth in both the short and long run, results from the interactive terms suggest that, irrespective of the measure of finance, financial sector development largely spurs growth on the back of quality human capital. This finding is also confirmed by the marginal and net effects where the interactive effect of pupil–teacher ratio and indicators of finance are consistently huge relative to the enrolment. Statistically, the results are robust to model specification.

While it is laudable for SSA countries to increase access to education, it is equally more crucial to increase the supply of teachers at the same time improving on the limited teaching and learning materials. Indeed, there are efforts to develop rather low levels of the financial sector owing to its unconditional growth effects. Beyond the direct benefit of finance, however, higher growth effect of finance is conditioned on the quality level of human capital. The outcome of this study should therefore reignite the recognition of the complementarity role of human capital and finance in economic growth process.

The study makes significant contributions to existing finance–growth literature in so many ways: first, the auhor extend the literature by empirically examining how different measures of human capital shape the finance–economic growth nexus. Through this the author is able to bring a different perspective in the literature highlighting the role of countries’ human capital stock in mediating the impact of financial deepening on economic growth. Second, the author makes a more systematic attempt to evaluate the relative importance of finance and human capital in growth process while controlling for several ancillary variables.

The purpose of this paper is to describe an innovative model of mentoring that evolved over the past ten years as a result of experience, research and self-study. This research, conducted in Orthodox Jewish day schools will raise awareness of potential benefits of mentoring as an effective means for supporting Q1 teachers’ classroom effectiveness and sense of well-being. Background research is presented on mentoring as a powerful tool in supporting teachers throughout their careers. An original aspect of this paper is the analysis of exemplary cross-cultural mentoring intentional training, ongoing support and solicitation of feedback. Findings are based on samples from data collected over several years and are analyzed using qualitative tools. The authors discuss implications from two published self-studies of an exemplary mentoring model in which mentors worked with teachers and explore considerations for teacher well-being.

A qualitative–narrative approach was chosen for these studies. The findings were drawn from three sources of data: open-ended questionnaires, end-of-year letters teachers wrote to their principals reporting on changes in their classroom practices and in-depth, semi-structured interviews conducted with teachers, mentors and administrators in each of the schools participating in the program.

The two self-studies, in tandem with the teachers’ surveys and reflections, illustrate how the teachers viewed the connection between the mentoring they received and their own professional growth. Overall, teachers reported a general satisfaction as a result of participating in the mentoring program. Many noted that the program provided a useful framework offering a personalized approach to their professional development. The teachers were directed to frame their own learning agendas by setting their own instructional improvement goals and asking meaningful questions relevant to their particular classroom situations.

Limited sample size and private religious school environment might put limits on implications.

The presented model has universal implications. A personalized mentoring model, with supplementary professional development sessions geared toward topics supporting well-being, can be applied in any educational setting. Schools leaders must find ways to foster teacher satisfaction and keep teachers engaged in their own learning. Offering teachers a personalized approach that supports continued growth while encouraging them to set their own learning agendas can serve as a vital bridge to teacher satisfaction and well-being.

The findings of this paper have implications for school improvement, cross-cultural mentoring, mentor training and teacher well-being.

Original aspects of this paper include: the self-study of exemplary mentoring program, application of mentoring in cross-cultural environments, teacher well-being in private schools and mentoring of teachers in Orthodox Jewish schools.

Organizational characteristics and systemic structures that prioritize and resource teacher professional growth and collaboration are central to the role of districts in developing the ongoing professional growth of teachers. Yet, a key challenge facing districts is a lack of existing systemic structures to support professional growth to foster large-scale instructional improvement. The purpose of this paper is to explore how an organizational resourcing model might be used to build districts’ collective capacity to implement the cornerstones of a professional growth system.

An explanatory case study, in the context of a partnership between a university-based intermediary and three California school districts, is used to illustrate how districts applied a theory of resourcing as a sustainable capacity-building approach.

The findings of this paper demonstrate that, to varying degrees, participating districts were able to enact elements of professional growth systems through a recursive interaction of schema shifts, resource use, and intentional actions, supporting a practice-based theory of organizational resourcing. While university intermediaries can both mediate and enable the success of locally designed professional growth systems through a supported resourcing model, the key to sustaining change efforts are cross-role organizational schema shifts and actions taken to operationalize underutilized existing, latent resources.

Case studies do have limitations including not being able to make generalizations from the findings and conclusions.

The corpus of research on educational reform and organizational learning in educational research situates the school as the organizational unit of change. This study contributes to the research by elevating districts as the lever of organizational change for resourcing teacher professional growth systems.

Teacher retention and continued teacher growth and development have long been critical global issues in education. The recent pandemic crisis and subsequent “great resignation” (Lodewick, 2022) have returned our attention to the need for positive and enriching educational landscapes that promote teacher collaborative reflection, knowledge, and growth in order to sustain teachers in the field. This chapter explores the ongoing teacher learning that has occurred within two knowledge communities (Craig, 1995b) in the United States. It begins with an overview of Craig's early work with teachers, during which her conceptualization of knowledge communities emerged. According to Craig, knowledge communities are safe, collaborative spaces that cohere around teachers' intra/inter-school dialogue and their storying/restorying (Clandinin & Connelly, 1996, 1998) of experiences. Additionally, knowledge communities (Craig, 1995b) begin with originating events, allow teachers' experiences (Dewey, 1938) to resonate with others in the group, feature reciprocity of members' mindful responses, and promote the development of shared ways of knowing. Equally important, knowledge communities evolve and change, fuel ongoing reflection in community, and bring moral horizons into view. Employing these knowledge community qualities as our lens, we examine the interactions of the Portfolio Group and the Faculty Academy. The Portfolio Group is a teacher/teacher educator/researcher group formed in 1998 during a US education reform era (Craig, Curtis et al., 2020). Its sister group, the Faculty Academy, is a cross-institutional, cross-discipline higher education group of teacher educators/researchers formed in 2002 (Craig, Turchi et al., 2020). Employing a parallel stories representation (Craig, 1999), exemplars (Mishler, 1990) from both groups show how teacher collaborative groups have the capacity to be safe spaces in which critical professional dialogue, reflective exchanges, and generous scholarship occur among members. Furthermore, they are nurturing spaces in which teachers can thrive and be their best-loved selves (Craig, 2013; Schwab, 1954/1978). These two groups exemplify the ways in which knowledge communities support teacher collaboration, promote ongoing teacher growth and development, and foster teacher sustainability.

This instrumental case study (Stake, 1995) explores the benefits experienced by mentor teachers who mentored resident teachers in a year-long residency program.

The study was grounded by the Benefits of Being a Mentor conceptual framework, as defined by Ragins and Scandura (1999). The participating mentor teachers engaged in semi-structured interviews and a focus group. The data were analyzed through inductive and deductive data analysis techniques.

Using inductive and deductive data analysis techniques, three themes emerged on the benefits of being a mentor teacher: (1) extra support in the classroom, (2) professional learning and growth opportunities, and (3) investing in the future of education. The teachers’ perceived benefits were related to the connectedness of their personal and professional growth, the growth of the resident teachers and their students’ learning.

Mentor teachers play a vital role in teacher residency programs, as they are the primary influence on their resident teachers’ pedagogical praxis. In a residency program, mentor teachers support resident teachers’ sustained teaching experience by hosting them for one full academic year in their classrooms; therefore, exploring the benefits they receive from serving in this role is essential.