Development and application of the Social Justice Teacher Leader Self-Assessment (SJTLSA) instrument
Bibliographic record
Abstract
This article describes the processes employed in developing the Social Justice Teacher Leader Self-Assessment (SJTLSA), a tool designed to foster teacher leader self-reflection, stimulate collegial dialogue, assess school culture, and direct social justice initiatives. Tool development procedures included examining precedents, developing a prototype, establishing face validity and pilot testing. The resulting SJTLSA offers a procedure for systematic self-evaluation of six dimensions of teacher leadership: Dispositions, Knowledge, Personal Attributes, Personal Experiences, Leadership Skills and School Culture. The final format includes 75 closed-response questions, a self-scoring guide, and reflective questions to help respondents identify a personal focus for action research. When used in multiple contexts, the SJTLSA has been found to increase self-awareness, expand knowledge of social justice and teacher leadership and increase respondents’ identity and agency as teacher leaders. Through its content and structure, the SJTLSA theorizes the knowledge, attributes and dispositions essential for social justice leaders, and the leadership skills, personal experiences and school cultures that support teacher leaders to be effective as change agents. As a practical tool that stimulates reflection and dialogue, the SJTLSA supports practitioners including informal and formal leaders in school systems, graduate program faculty, and facilitators of professional development and leadership development programs.
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.
How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".