Becoming a teacher leader: building social capital through gradual release
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose The purpose of this paper is to explore the use of a mentored model of gradual release to build social capital and support teachers as they adopt new identities as leaders of professional learning. Design/methodology/approach Data for the paper were collected as part of a case study which explored the Provincial Facilitator Community (PFC) in Saskatchewan, Canada as one approach to creating a collaborative culture of teacher-led learning and leadership. Findings The findings suggest that becoming a leader of professional learning is a complex process of gaining confidence, building capacity and transitioning into a new professional identity. In the PFC, this process was markedly supported through a structured and intentional system of modeling and peer-mentorship that promoted the development of social capital across the group. Originality/value The paper provides new insights around the use of a mentored model of gradual release to create opportunities to develop social capital that, in turn, helped prepare and sustain teachers in adopting new roles as leaders of professional learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it