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Within the pages of this book you will meet six, K-12, practicing, public school administrators, and two university instructors who give concise study-and-practice guidance on two aims; 1) to build the awareness and capabilities to become a lead professional for democratic ways of living, and 2) to develop the school culture needed to support this teacher leadership. Teacher leadership is not in addition to the many initiatives administrators face each day. Rather, you will read stories about teacher leadership incorporated into the initiatives that already exist. By distributing leadership, administrators organically utilize the gifts and talents that individual teachers already possess defying prescripted roles and specific job descriptions. A key feature in this text is its problem-solving orientation, and the interplay among teaching/learning/leading research that raises critical questions for professionals ready to understand the nuances of educational growth in societies with democratic ideals. In spite of the political demands for efficiency and accountability, six administrators worked with teacher leaders in different contexts to develop and exercise the wisdom, which honors the democratic ideals upon which our society was built.
With five new case studies, this revised edition shows principals and staff developers how to collaborate with teachers in fostering, developing, and supporting teacher leadership.
Starr Sackstein's insight will help you make the best decisions for yourself and those you serve, whether you have already made the move into leadership or are wondering whether a role in administration is right for you . In this honest and practical guide, Sackstein prompts you to reflect as you stretch for personal and professional growth.
Here is the ideal handbook for current and aspiring elementary and secondary educators and leaders, teacher-leaders, and school leaders. In it, the authors have provided a wealth of ready-to-use information and suggestions on the roles of principals as leaders of leaders; the roles of teacher-leaders as they lead; the culture in which teacher-leaders emerge, develop, and are supported; and the function of building principals as catalysts for and champions of this supportive, constructive environment. Who are teacher-leaders, how does one become a teacher-leader, and what works to overcome the barriers along the way? How do educators share leadership and build collective efficacy? How does one make that teacher-leader paradigm shift? What do teacher-leaders need to learn about standards, development programs, and sustainability, and how do they go about learning it? These questions and many more are answered in this practical book that shows clearly how to break down the old “us” versus “the” mentality and build and sustain a school culture of distributive leadership, trust, and collective mindfulness.
This book shows how school leaders at all levels – from the most senior manager to the classroom teacher – can help to build learning communities through collaborating and negotiating with their colleagues, students and students’ parents and carers, as well as with external agencies and local communities, to sustain and develop the enjoyment of successful learning among the members of a school. It looks at how positive cultures can be constructed that support inclusive and exciting teaching, enthusiastic teachers and engaged students, parents and carers. Drawing on research, the book examines topics such as the nature of leadership, especially distributed and teacher leadership; the politics of education management; the construction of inclusive cultures in schools; school improvement; and the construction of collaborative and inclusive work groups. It uses a range of critical perspectives to examine processes of change and the relationships of people in school communities to each other and to their social, economic and policy contexts. The book argues that it is essential to develop inclusive education in order to promote student engagement, social justice and equity within formal education. Understanding Educational Leadership is key reading for teachers, headteachers, school leaders, policy makers, Education students and practitioners, and others who have an interest in improving schooling.
While most educators believe working in teams is valuable, not all team efforts lead to instructional improvement. Through richly detailed case studies The Power of Teacher Teams demonstrates how schools can transform their teams into more effective learning communities that foster teacher leadership. The benefits of successful teacher teams include: improved performance for both teachers and students; meaningful professional development; group adoption of a new curriculum; shared insights into student work; better classroom management; support for new teachers; new roles for teacher leaders; and opportuniteis for mentor support.School leaders will find guidelines, methods, and concrete steps for building and sustaining effective teacher teams. Also included is a DVD with video case studies and one CD with reproducibles. The most important reason for building teacher teams is to enhance student learning through improved instruction, and that story is at the heart of this book.
Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.
This book explores how school leaders—both formal and informal—can create a supportive culture that leverages teamwork and empowers teachers to become leaders. By focusing on three foundational principles—empowerment, collegiality, and risk taking—schools can develop and enhance educators' capacity for success. With this practical resource, you will learn intentional and actionable strategies that empower participation in leadership at all levels through peer observation and team action planning. The book’s chapters explore how to create systems that support trusting relationships, inspire distributed leadership, provide a vehicle for teachers to learn from each other and take risks, and develop informal and formal teacher leaders. This book provides a positive and proactive approach to collaborative school leadership that will invigorate your school community to work together more effectively for improved student outcomes. Rich reflection questions in each chapter help readers conceptualize the information presented and take actionable steps toward improvement Additional tools are available online for easy download here: www.routledge.com/9781032040554.
The book discusses the challenges that teacher leaders face, such as deciding to accept a leadership role, building principal–teacher leader relationships, and working with peers.
In Teacher Leadership, Lieberman and Miller discuss current changes in the teacher's role, and make sense of the research on teacher leadership. They offer case studies of innovative programs - such as the National Writing Project - that provide teachers with opportunities to lead within a professional community. In addition, they tell stories of individual teachers - from Maine to California - who are able to lead in a variety of contexts. Teacher Leadership offers a new standard of teaching and community that recognizes all teachers as leaders. It shows how to develop learning communities that include rather than exclude, create knowledge rather than merely apply it, and that offer challenge and support to both new and experienced teachers. This book is a volume in the Jossey-Bass Leadership Library in Education - a series designed to meet the demand for new ideas and insights about leadership in schools.