Abstract

This study examines teachers’ perceptions of the influence professional networks have on their sense as teacher leaders for school improvement. The Model for Collaborative Evaluations (MCE) was used to examine the potential for the inclusion of teacher professional networks in school improvement efforts. Findings indicate teachers within these professional networks believed in their collective capacity to accomplish a shared mission of student achievement. Implications of the study results, including the role of collaborative inquiry for innovation, are discussed.

Key words: School improvement, teacher leadership, professional networks, model for collaborative evaluations.