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DIVVY GROUP FINDINGS 11 (Change in PE (Methods (Setting and participants…

- - - - suburban, urban, and rural settings
    - - “They recognize that concepts of “teacher leadership” and “teacher professionalism” need not be stuck in the confines of the boss-worker framework, as is too often the case.” (p. 5).
        
        “In this way and others, these schools serve as a community-driven solution to improving student achievement while also elevating the possibilities of the teaching profession for teachers.” (p. 7).
    - - autonomy secured by teachers also varies
        
        “Some teacher teams are charged with all decision-making responsibilities in ten identified areas of autonomy, including budgeting, selection and dismissal, evaluation, creating curricula, and developing school policy.” (p. 3).
        
        “Second only to increased parental involvement, teachers say that giving teachers more “voice” in school-based decisions is the single change that would most improve student learning.” (p. 6).
        
        Teachers who design and run teacher-powered schools:” (p. 10).
        
        “Innovate” (p. 10).
        
        “Redefine Success” (p. 10).
        
        “Collaborate to effectively lead” (p. 10).
        
        “Accept ownership and accountability, and embrace a shared purpose.” (p. 10).
        
        “Engage and Motivate” (p. 10).
    - - “The results are clear: schools thrive when teachers have the authority to lead collaboratively as partners and make the decisions that matter most for student success.” (Education Evolving,2014, pg 10)
  - - - “The study noted that seasoned teachers often report that they can no longer teach a rich and varied curriculum because of fears their students’ test scores will suffer – their own fears, that their principals’ fears, and their district and state leaders’ fears.” (p. 4).
        “In short, teachers are being held accountable for the outcomes of decisions they do not make.
- - - - This study took place in a modernly affluent suburban community
    - - Data were collected in 2008. Researchers interacted with a group of students and teachers 4 times a week from 2008-2012
    - - Two researchers independently analyzed all the data
  - - - • “If you focus on it and show the benefits of physical education that is when change will happen. I think it is a group effort and everyone is on the same front and we have assessments and will students complain about it? Of course they will. “Why am I writing in physical education?” You write in math, you write in history; I am not asking you to write every day; however, I need to see if you’re learning something. . . . I think change happens when a department as a whole is willing to make these changes and stick to them. [That’s when] I think change will happen in your classes.” (Cameron, 2016, p.46 )