Jeff Kuntz Ph. D. | NorQuest College (original) (raw)
Papers by Jeff Kuntz Ph. D.
nternational Journal for the Scholarship of Teaching & Learning, 2022
This article explores educators’ experiences during the rapid shift from face-to-face to emergenc... more This article explores educators’ experiences during the rapid shift from face-to-face to emergency virtual remote teaching and learning as a result of the COVID-19 pandemic. One hundred and forty educators from a Canadian province completed a survey with Likert scale and open-ended questions designed to capture their application of technological pedagogical content knowledge (TPACK) during the pandemic.
Data was collected during fall of 2020. More than 50% of the study participants reported that the quality of their practice declined as they shifted from face-to-face to remote teaching as a result of the pandemic. Educators’ descriptions of their virtual remote experiences were examined using Hutchings’ (2000) taxonomy of scholarship and inquiry questions as an analytic lens. The findings suggest that educators who were more comfortable with their TPACK had an easier transition to virtual remote
teaching. Institutional support, students’ digital literacy/access, and overall wellbeing were also identified as factors that influenced educators’ overall experiences.
Higher Learning Research Communications, 2022
Objectives: The purpose of the study was to examine narratives about the effect of the sudden tra... more Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on postsecondary educators.
Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from inperson to remote teaching and learning.
Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students.
Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and
teaching seemed to have an easier transition.
Implication for Theory and Practice: Higher education institutes should support educators in e enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.
Northwest Journal of Teacher Education, 2015
Professional Development in Education
This article presents insights from a study into instructor professional learning in vocational a... more This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-today practice. Analysis of 116 learning episodes reported by 27 instructors from various institutes for VPE shows that instructor learning is mainly focused on developing pedagogical content knowledge (PCK). Learning episodes studied were often externally prompted, not self-directed and involved mostly action-oriented reflection. Ellström's theory of adaptive and developmental learning is used to further explain these findings. Because of the specialized nature of the content taught in VPE programmes, formal training in PCK is often not available; instructors rely on trial and error, student feedback and peer feedback to develop PCK. Educational leaders within institutes for VPE should consider encouraging professional development models that include collegial dialogue, such as mentoring and communities of practice, as well as the implementation and enactment of professional learning plans. Further research could focus on how existing workplace practices may be enhanced to further support instructor professional learning.
This study examined the case of the instructional teacher leader and how teachers in these roles ... more This study examined the case of the instructional teacher leader and how teachers in these roles negotiated their identity as they dealt with the responsibilities and constraints of their duties. The research drew upon a series of semi-structured interviews with ten instructional teacher leaders from Alberta enlisted to work with and lead their colleagues in three year school improvement initiatives stemming from district and site-based projects sponsored by the Alberta Initiative for School Improvement (2000-2013). The ten participants, who worked as lead teachers and instructional coaches, came from a variety of leadership roles and contexts.
Specifically, the research asked: “Is there an adaptive process that instructional teacher leaders go through as they reflect upon their work and relationships, adjust their approach, and adapt to their circumstances?” A review of current and relevant studies on teacher leadership suggested that an adaptive process does exist and, based upon the data and emergent themes from this study, a conceptual model was advanced to describe this process.
This dissertation uses the Instructional Teacher Leader Adaptive Process Model as a frame to describe how teachers negotiate their roles and identity and work through the process of supporting and leading through instructional change. Observations and anecdotes from instructional teacher leaders were used to substantiate previous research, identify emergent themes, and develop the adaptive process model. The resultant Instructional Teacher Leader Adaptive Process Model incorporated four interrelated and concurrent sub-processes: 1) clarifying leadership purpose and identity, 2) engaging the faculty in strategic change, 3) responding to organizational and relational challenges, and 4) reflecting on the work and reforms. Using excerpts from teacher interviews to support and contextualize them, these sub-processes are fully described and elaborated - each in a separate chapter of the dissertation.
As a result of this multiple case study research, suggestions could be made regarding: considerations for prospective and continuing instructional teacher leaders, strategies for leading educational reforms from within a shared leadership model, and considerations for school and district leaders who would like to encourage and support instructional teacher leadership. In addition, a number of recommendations regarding the selection, training, support, professional growth and ideal contexts for instructional teacher leadership were also shared.
Accepted for online publication, Nov 2014... expected posting January 2015. In their respectiv... more Accepted for online publication, Nov 2014... expected posting January 2015.
In their respective positions as instructional coach, lead teacher, and consultant, teacher leaders are to implement and in many cases, lead educational reforms by modeling and encouraging changes in pedagogy and practice. This complex leadership role necessitates constant negotiation as teacher leaders gauge when and how they may encourage, direct, and support the teachers they work with. Further complicating this role is its non-supervisory nature; teacher leaders are not to evaluate their colleagues for employment purposes nor can they discipline or reprimand them. Instead, teacher leaders must rely on their credibility as experienced educators and their ability to encourage and support. Teachers who move into teacher leadership positions report that this transition is complicated by a need to balance collegial relationships while at the same time provide constructive criticism. This phenomenological inquiry, based upon lived experience descriptions from teacher leaders, examines two of the first interactions of newly appointed teacher leaders: meeting the staff and visiting the classroom. The paper provides insight into the negotiation process teacher leaders go through as they assert and define their role with their colleagues. Dimensions explored include entering new territory, being set apart, encountering skepticism, coming under fire, finding a place, providing feedback, considering the impact, and receiving validation.
This article reflects upon the work of a school based learning team and examines the factors that... more This article reflects upon the work of a school based learning team and examines the factors that led to sustained and meaningful professional learning. The parer stresses the importance of ownership and agency in the formation and maintenance of learning teams and concludes that successful learning teams are built upon the principles of effective adult learning.
Originally published on the University of Lethbridge's online AISI Journal Volume 2 Number 1 Fall 2012. V2.1.4
online link:http://www.uleth.ca/education/sites/education/files/AISI%20V2%201%204%20Fall%202012.pdf
Teacher leadership provides many exciting possibilities for teachers who aspire to contribute bey... more Teacher leadership provides many exciting possibilities for teachers who aspire to contribute beyond the walls of their own classrooms. That being said, not every teacher may be ready for the challenging tasks of motivating, mobilizing, maintaining and measuring that come with taking on such a role. Before accepting a teacher leadership position, a teacher should carefully consider some of the logistical and organizational challenges associated with the role. They also need to reflect upon the critical need for flexibility as they negotiate their role, build trust, and champion change.
Originally published November 2014 Phi Delta Kappa - U of A Chapter Newsletter (not peer reviewed)
temporary link: http://www.pdkualberta.com/newsletter.html
Drawing on recent research, literature and observations as teachers and school improvement advoca... more Drawing on recent research, literature and observations as teachers and school improvement advocates, this article offers suggestions for beginning teachers on how to recognize and explore the big questions related to teaching and learning, how to build on success and learn from missteps, and how to ensure a rewarding career based upon collective and individual inquiry. The six suggestions include addressing student engagement, sharing expertise, building trust and relationships, establishing routines, focusing on the process of learning, and practicing self-advocacy.
Written with Jim Parsons and originally posted on the University of Lethbridge's online AISI Journal, Volume 2, Number 2, Spring 2013.
Online link: http://www.uleth.ca/education/sites/education/files/AISI%20V2%202%206%20Spr.pdf
My 1994 Master's thesis investigated the use of peer dialogue response journals to evaluate their... more My 1994 Master's thesis investigated the use of peer dialogue response journals to evaluate their merit and applicability as a methodology for discussing literature in secondary schools. The study was conducted with two grade nine language arts classes. Data examined were the dialogue journals, field researcher notes and audiotapes and written evaluations from the students themselves. The study indicated that grade nine students respond to literature in many different ways and on different levels (twenty one response types or activities were identified in this research) and that most students move through a three part response process; from immediate impressions, to reflective connections, and finally to distanced insights and evaluations. Peer dialogue response journals proved to be an effective way to accomodate individual student differences, stimulate greater variety and depth in response, encourage enjoyment and appreciation, provide practice in writing responses and analyses, and ease teacher workloads.
Permanent link: http://hdl.handle.net/10402/era.1255
Conference Presentations by Jeff Kuntz Ph. D.
This is a handout that was distributed at the CASEA conference in Ottawa 2015. It outlines the re... more This is a handout that was distributed at the CASEA conference in Ottawa 2015. It outlines the research question and context for the study, the methodology used, the data analysis procedures, and the resultant conceptual model for describing the experience of instructional teacher leadership. The handout also has a summary of the study's assertions related to the adaptive processes involved in instructional teacher leadership and shares the implications for school improvement and school leadership.
This is a more complete summary of the findings and the research study from which "Having the Har... more This is a more complete summary of the findings and the research study from which "Having the Hard Conversations" came from. It outlines the original research question, a little of the context, the methodology an shares the conceptual model that came out of the study.
This presentation, orignally given in June of 2013 at the NWATE conference in Pullman, June 2013,... more This presentation, orignally given in June of 2013 at the NWATE conference in Pullman, June 2013, used teacher leader anecdotes as a muse for discussion and reflection. In the session participants discussed the challenges in becoming an instructional teacher leader and in negotiating the role. We also discussed various facets of “teacher leadership” and the challenge to effect change, address problematic practices, remain friendly and professional, and promote teacher ownership for educational reform.
This presentation was originally made at the CSSE Conference in Victoria, June 2013. Abstrac... more This presentation was originally made at the CSSE Conference in Victoria, June 2013.
Abstract: With Alberta’s current emphasis on school improvement, centered formally on the Alberta Initiative for School Improvement (AISI), teachers are being challenged to become “teacher leaders” in their schools and school districts. Taking on roles such as instructional coach, lead teacher, or district consultant, these educators are implementing and in many cases, leading educational reforms by modeling and encouraging changes in pedagogy and practice. However, making the transition from working with children to working with adults can be difficult. Additional pressure results from the teacher leader’s obligation to promote improvement while remaining collegial. Teacher leaders are not expected to direct but rather work alongside and support the staff.
This paper presentation will review ongoing case study research to determine: "How does the role of “Teacher Leader” affect educators who take on this role, and what can we learn from their experiences?" Related to this question are several others: “What challenges do teacher leaders face?”, “How do teacher leaders overcome these challenges?”, and “What lessons can we learn from the experiences of teacher leaders?” A description of four to six real life accounts will provide insight about building relationships, establishing trust, providing feedback, dealing with skepticism, and sustaining successful improvement initiatives.
The presentation was originally presented by Jeff Kuntz and Joanne Steinmann at the 11th Annual A... more The presentation was originally presented by Jeff Kuntz and Joanne Steinmann at the 11th Annual AISI Conference, in February 2012. The purpose of the session was to synthesize and share Cycle 4 AISI (2009-2012) findings about student engagement. As part of AISI’s fourth cycle, 30 different AISI projects focused upon student engagement. University partners from the University of Alberta, the University of Lethbridge, and the University of Calgary shared their findings from a review of AISI annual reports, focus groups, and telephone interviews from 30 projects that had a central focus on “student engagement.” The intent of this work was to identify and analyze practices that have been described by project participants as being effective or not. The partners also shared some central questions that have arisen from this work as well as findings that have come from student focus groups in the identified projects.
The session sought to answer 5 essential questions:
1. What is engagement?
2. What have we learned about student engagement from AISI?
3. What have we learned about student engagement from the kids themselves?
4. What questions still remain?
5. How do we proceed?
nternational Journal for the Scholarship of Teaching & Learning, 2022
This article explores educators’ experiences during the rapid shift from face-to-face to emergenc... more This article explores educators’ experiences during the rapid shift from face-to-face to emergency virtual remote teaching and learning as a result of the COVID-19 pandemic. One hundred and forty educators from a Canadian province completed a survey with Likert scale and open-ended questions designed to capture their application of technological pedagogical content knowledge (TPACK) during the pandemic.
Data was collected during fall of 2020. More than 50% of the study participants reported that the quality of their practice declined as they shifted from face-to-face to remote teaching as a result of the pandemic. Educators’ descriptions of their virtual remote experiences were examined using Hutchings’ (2000) taxonomy of scholarship and inquiry questions as an analytic lens. The findings suggest that educators who were more comfortable with their TPACK had an easier transition to virtual remote
teaching. Institutional support, students’ digital literacy/access, and overall wellbeing were also identified as factors that influenced educators’ overall experiences.
Higher Learning Research Communications, 2022
Objectives: The purpose of the study was to examine narratives about the effect of the sudden tra... more Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on postsecondary educators.
Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from inperson to remote teaching and learning.
Results: Our thematic analysis revealed that educators’ experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students.
Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and
teaching seemed to have an easier transition.
Implication for Theory and Practice: Higher education institutes should support educators in e enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.
Northwest Journal of Teacher Education, 2015
Professional Development in Education
This article presents insights from a study into instructor professional learning in vocational a... more This article presents insights from a study into instructor professional learning in vocational and professional education (VPE) in Canada. While most studies on instructor learning focus on learning through formal professional development programmes, this study specifically focuses on professional learning as it happens in day-today practice. Analysis of 116 learning episodes reported by 27 instructors from various institutes for VPE shows that instructor learning is mainly focused on developing pedagogical content knowledge (PCK). Learning episodes studied were often externally prompted, not self-directed and involved mostly action-oriented reflection. Ellström's theory of adaptive and developmental learning is used to further explain these findings. Because of the specialized nature of the content taught in VPE programmes, formal training in PCK is often not available; instructors rely on trial and error, student feedback and peer feedback to develop PCK. Educational leaders within institutes for VPE should consider encouraging professional development models that include collegial dialogue, such as mentoring and communities of practice, as well as the implementation and enactment of professional learning plans. Further research could focus on how existing workplace practices may be enhanced to further support instructor professional learning.
This study examined the case of the instructional teacher leader and how teachers in these roles ... more This study examined the case of the instructional teacher leader and how teachers in these roles negotiated their identity as they dealt with the responsibilities and constraints of their duties. The research drew upon a series of semi-structured interviews with ten instructional teacher leaders from Alberta enlisted to work with and lead their colleagues in three year school improvement initiatives stemming from district and site-based projects sponsored by the Alberta Initiative for School Improvement (2000-2013). The ten participants, who worked as lead teachers and instructional coaches, came from a variety of leadership roles and contexts.
Specifically, the research asked: “Is there an adaptive process that instructional teacher leaders go through as they reflect upon their work and relationships, adjust their approach, and adapt to their circumstances?” A review of current and relevant studies on teacher leadership suggested that an adaptive process does exist and, based upon the data and emergent themes from this study, a conceptual model was advanced to describe this process.
This dissertation uses the Instructional Teacher Leader Adaptive Process Model as a frame to describe how teachers negotiate their roles and identity and work through the process of supporting and leading through instructional change. Observations and anecdotes from instructional teacher leaders were used to substantiate previous research, identify emergent themes, and develop the adaptive process model. The resultant Instructional Teacher Leader Adaptive Process Model incorporated four interrelated and concurrent sub-processes: 1) clarifying leadership purpose and identity, 2) engaging the faculty in strategic change, 3) responding to organizational and relational challenges, and 4) reflecting on the work and reforms. Using excerpts from teacher interviews to support and contextualize them, these sub-processes are fully described and elaborated - each in a separate chapter of the dissertation.
As a result of this multiple case study research, suggestions could be made regarding: considerations for prospective and continuing instructional teacher leaders, strategies for leading educational reforms from within a shared leadership model, and considerations for school and district leaders who would like to encourage and support instructional teacher leadership. In addition, a number of recommendations regarding the selection, training, support, professional growth and ideal contexts for instructional teacher leadership were also shared.
Accepted for online publication, Nov 2014... expected posting January 2015. In their respectiv... more Accepted for online publication, Nov 2014... expected posting January 2015.
In their respective positions as instructional coach, lead teacher, and consultant, teacher leaders are to implement and in many cases, lead educational reforms by modeling and encouraging changes in pedagogy and practice. This complex leadership role necessitates constant negotiation as teacher leaders gauge when and how they may encourage, direct, and support the teachers they work with. Further complicating this role is its non-supervisory nature; teacher leaders are not to evaluate their colleagues for employment purposes nor can they discipline or reprimand them. Instead, teacher leaders must rely on their credibility as experienced educators and their ability to encourage and support. Teachers who move into teacher leadership positions report that this transition is complicated by a need to balance collegial relationships while at the same time provide constructive criticism. This phenomenological inquiry, based upon lived experience descriptions from teacher leaders, examines two of the first interactions of newly appointed teacher leaders: meeting the staff and visiting the classroom. The paper provides insight into the negotiation process teacher leaders go through as they assert and define their role with their colleagues. Dimensions explored include entering new territory, being set apart, encountering skepticism, coming under fire, finding a place, providing feedback, considering the impact, and receiving validation.
This article reflects upon the work of a school based learning team and examines the factors that... more This article reflects upon the work of a school based learning team and examines the factors that led to sustained and meaningful professional learning. The parer stresses the importance of ownership and agency in the formation and maintenance of learning teams and concludes that successful learning teams are built upon the principles of effective adult learning.
Originally published on the University of Lethbridge's online AISI Journal Volume 2 Number 1 Fall 2012. V2.1.4
online link:http://www.uleth.ca/education/sites/education/files/AISI%20V2%201%204%20Fall%202012.pdf
Teacher leadership provides many exciting possibilities for teachers who aspire to contribute bey... more Teacher leadership provides many exciting possibilities for teachers who aspire to contribute beyond the walls of their own classrooms. That being said, not every teacher may be ready for the challenging tasks of motivating, mobilizing, maintaining and measuring that come with taking on such a role. Before accepting a teacher leadership position, a teacher should carefully consider some of the logistical and organizational challenges associated with the role. They also need to reflect upon the critical need for flexibility as they negotiate their role, build trust, and champion change.
Originally published November 2014 Phi Delta Kappa - U of A Chapter Newsletter (not peer reviewed)
temporary link: http://www.pdkualberta.com/newsletter.html
Drawing on recent research, literature and observations as teachers and school improvement advoca... more Drawing on recent research, literature and observations as teachers and school improvement advocates, this article offers suggestions for beginning teachers on how to recognize and explore the big questions related to teaching and learning, how to build on success and learn from missteps, and how to ensure a rewarding career based upon collective and individual inquiry. The six suggestions include addressing student engagement, sharing expertise, building trust and relationships, establishing routines, focusing on the process of learning, and practicing self-advocacy.
Written with Jim Parsons and originally posted on the University of Lethbridge's online AISI Journal, Volume 2, Number 2, Spring 2013.
Online link: http://www.uleth.ca/education/sites/education/files/AISI%20V2%202%206%20Spr.pdf
My 1994 Master's thesis investigated the use of peer dialogue response journals to evaluate their... more My 1994 Master's thesis investigated the use of peer dialogue response journals to evaluate their merit and applicability as a methodology for discussing literature in secondary schools. The study was conducted with two grade nine language arts classes. Data examined were the dialogue journals, field researcher notes and audiotapes and written evaluations from the students themselves. The study indicated that grade nine students respond to literature in many different ways and on different levels (twenty one response types or activities were identified in this research) and that most students move through a three part response process; from immediate impressions, to reflective connections, and finally to distanced insights and evaluations. Peer dialogue response journals proved to be an effective way to accomodate individual student differences, stimulate greater variety and depth in response, encourage enjoyment and appreciation, provide practice in writing responses and analyses, and ease teacher workloads.
Permanent link: http://hdl.handle.net/10402/era.1255
This is a handout that was distributed at the CASEA conference in Ottawa 2015. It outlines the re... more This is a handout that was distributed at the CASEA conference in Ottawa 2015. It outlines the research question and context for the study, the methodology used, the data analysis procedures, and the resultant conceptual model for describing the experience of instructional teacher leadership. The handout also has a summary of the study's assertions related to the adaptive processes involved in instructional teacher leadership and shares the implications for school improvement and school leadership.
This is a more complete summary of the findings and the research study from which "Having the Har... more This is a more complete summary of the findings and the research study from which "Having the Hard Conversations" came from. It outlines the original research question, a little of the context, the methodology an shares the conceptual model that came out of the study.
This presentation, orignally given in June of 2013 at the NWATE conference in Pullman, June 2013,... more This presentation, orignally given in June of 2013 at the NWATE conference in Pullman, June 2013, used teacher leader anecdotes as a muse for discussion and reflection. In the session participants discussed the challenges in becoming an instructional teacher leader and in negotiating the role. We also discussed various facets of “teacher leadership” and the challenge to effect change, address problematic practices, remain friendly and professional, and promote teacher ownership for educational reform.
This presentation was originally made at the CSSE Conference in Victoria, June 2013. Abstrac... more This presentation was originally made at the CSSE Conference in Victoria, June 2013.
Abstract: With Alberta’s current emphasis on school improvement, centered formally on the Alberta Initiative for School Improvement (AISI), teachers are being challenged to become “teacher leaders” in their schools and school districts. Taking on roles such as instructional coach, lead teacher, or district consultant, these educators are implementing and in many cases, leading educational reforms by modeling and encouraging changes in pedagogy and practice. However, making the transition from working with children to working with adults can be difficult. Additional pressure results from the teacher leader’s obligation to promote improvement while remaining collegial. Teacher leaders are not expected to direct but rather work alongside and support the staff.
This paper presentation will review ongoing case study research to determine: "How does the role of “Teacher Leader” affect educators who take on this role, and what can we learn from their experiences?" Related to this question are several others: “What challenges do teacher leaders face?”, “How do teacher leaders overcome these challenges?”, and “What lessons can we learn from the experiences of teacher leaders?” A description of four to six real life accounts will provide insight about building relationships, establishing trust, providing feedback, dealing with skepticism, and sustaining successful improvement initiatives.
The presentation was originally presented by Jeff Kuntz and Joanne Steinmann at the 11th Annual A... more The presentation was originally presented by Jeff Kuntz and Joanne Steinmann at the 11th Annual AISI Conference, in February 2012. The purpose of the session was to synthesize and share Cycle 4 AISI (2009-2012) findings about student engagement. As part of AISI’s fourth cycle, 30 different AISI projects focused upon student engagement. University partners from the University of Alberta, the University of Lethbridge, and the University of Calgary shared their findings from a review of AISI annual reports, focus groups, and telephone interviews from 30 projects that had a central focus on “student engagement.” The intent of this work was to identify and analyze practices that have been described by project participants as being effective or not. The partners also shared some central questions that have arisen from this work as well as findings that have come from student focus groups in the identified projects.
The session sought to answer 5 essential questions:
1. What is engagement?
2. What have we learned about student engagement from AISI?
3. What have we learned about student engagement from the kids themselves?
4. What questions still remain?
5. How do we proceed?