A transformative professional learning meta-model to support leadership learning and growth of early career teachers

Abstract

This paper explores leadership learning of seven early career teachers who attended eight leadership for inclusion community of practice (LIn-CoP) workshops in the Republic of Ireland. A meta-model was used to inform this research drawing upon a community of practice approach using participatory action learning action research processes, evidence-based frameworks of teacher leadership development (focused on growth as a teacher, researcher, leader and personal growth) and the six facets of equity to support inclusion. Findings attest to enhanced individual competencies; growth as a teacher, researcher, leader and personal growth, with no one growth aspect more important than another. This paper adds to the existing research showing how certain growth aspects were more aligned to evolving needs at particular points in a teacher’s professional learning journey. Furthermore, growth was influenced by teachers’ personal and contextual challenges and needs thus questioning existing research on the use of the leadership development framework within PLCs in schools. Findings contribute empirical evidence of leadership learning among early career teachers, when prospectively using the framework, within a school university partnership model. The study answers the call for research into models of professional learning to empower teacher leadership through using the meta-model of professional learning.