Key points are not available for this paper at this time.
This article reports results from an exploratory project with teacher leaders of nationally recognized place-based education projects in rural contexts that identified collaborative leadership competencies. We modified and integrated the Developing A Curriculum (DACUM) occupational analysis process and the classical Delphi Technique to identify essential collaborative leadership competencies performed by a purposive sample of teacher leaders (panel of experts) recognized by the National Rural Schools Collaborative and National Rural Education Association partnership initiative as successful implementers of place-based education projects. A 70 percent threshold was set for determining consensus agreement in panel rating of competency importance. The modified DACUM process, supplemented with a literature review, produced 27 collaborative leadership competencies for rating by the panel of expert teachers. Five competencies (duties) achieved panel consensus agreement in the Delphi rounds: identifying stakeholders, inducing commitment, facilitating trusting relationships, inspiring shared learning, and communicating effectively. Duties of highest importance in mean rank order were inspiring shared learning, identifying stakeholders, inducing commitment, facilitating trusting relationships, analyzing community problems, and communicating effectively. This is the first study to identify collaborative leadership competencies of teacher leaders who implemented place-based projects in rural contexts.
Harmon et al. (Thu,) studied this question.