Medium 9781475819199

Tep Vol 17-N4

Views: 1193
Ratings: (0)

Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

List price: $41.99

Remix
Remove
Annual Subscriptions (4/year) Subscribe Discounts for Institutions
 

7 Articles

Format Buy Remix

Editorial: Teacher Leadership as Spatial Practice

ePub

PATRICK M. JENLINK

The current debate about educating teachers and administrators in this country is fundamentally a debate about the relevance of democracy, social criticism, and citizenship. This debate has taken a serious turn in the last decade. The view of leadership valorized in the current neoconservative approach to educational reform is at odds with the goal of reclaiming public schools or universities as agencies of social justice and critical democracy.

(Giroux, 1994, p. 35)

The concept of teacher leadership is not new. In the mid-19th century, teachers were often referred to as classroom leaders (Cuban, 1988). However, in the current discourse of policy and educational change efforts in schools, teacher leadership is being examined and redefined as a means to further a more democratic system of schools and promote a more professional workplace. Drawing on teacher expertise and experience as a school resource, providing teachers with more power and voice in matters related directly to teaching and learning, and redesigning teachers’ career opportunities give voice to how teacher leadership can impact education.

See All Chapters

Teachers Caught in Acts of Leading, Teaching, and Learning

ePub

VIVIENNE COLLINSON

ABSTRACT: This article explores connections among leading, teaching, and learning using data from a qualitative/quantitative study of 81 exemplary secondary school teachers in the United States. The teachers’ emphasis on learning—for themselves, students, and others—appears to underpin their leadership choices within six major areas of influence: extracurricular activities for students, community activities involving teaching and learning, entry into the profession, curricular and instructional improvements, decision making that promotes learning, and network connections with the education community at large. The teachers’ spheres of influence are not limited; they find and understand communities of learners from the local to the national levels. The article posits that learning precedes leading, that leaders are teachers, and that leadership allows classroom teachers to learn as well as to teach.

Although I have been a teacher at primary, secondary, and tertiary levels for decades, I have only recently begun to explore the powerful connections among leading, teaching, and learning that exemplary teachers seem to demonstrate. These teachers illustrate three concepts that work together as a coherent whole: leading, teaching, and learning. Leading and learning have begun to be linked in the literature on principal and teacher leadership (e.g., Barth, 2001a; Donaldson, 2001; Lambert, 2003), but the teaching facet of leadership has largely been ignored.

See All Chapters

Toward a Feminist Ethics of Teacher Leadership: A Portrait of One Teacher

ePub

AUDREY M. DENTITH

ABSTRACT: The premise of this article is to fashion a theoretical notion of teacher leadership that infuses a feminist ethic into the philosophical base of this timely and judicious movement. A feminist ethic is described in relationship to teacher leadership and a portrait of one teacher leader gleaned from an in-depth interview and observation exemplifies the meaning and value of this effort.

The teacher professionalism movement that began in the late 1980s advocated for changes in the roles and general work of teachers, mainly through the enhancement and expansion of their roles within the school site (Berry & Ginsberg, 1990; Lieberman, Saxl, & Miles, 1988). Thus, the teacher leadership movement began. Fullan and Hargreaves (1996) maintain that teacher leadership is the “capacity and commitment to contribute beyond one’s classroom” (p. 13). As leaders within the school site, teacher leaders take more responsibility for decision making and activities outside of their classrooms. They help implement particular reforms within school sites and, in general, work in tandem with building principals to tackle obstacles, build rapport with the community, and support the improvement of the overall educational culture of schools (Blasé & Blasé, 2001; Cranston, 2000; Crowther, Kaagan, Ferguson, & Hann, 2002; Fullan & Hargreaves, 1996; Hargreaves, 2002; Katzenmeyer & Moller, 1996). These explanations and definitions of teacher leadership hold in common an expanded notion of teachers’ work in particular efforts and within tasks that go beyond the boundaries of the classroom.

See All Chapters

Cultivating Teacher Leadership Through a School and University Partnership

ePub

JOHN E. HENNING, VICKIE TRENT, DIANNA ENGELBRECHT, VICTORIA ROBINSON, AND GREGORY A. REED

ABSTRACT: In this article, we describe the implementation of a teacher leader program at the University of Northern Iowa designed specifically to address the needs of a nearby urban school district. The objectives of the program were to cultivate teacher leaders who could foster professional learning communities in their schools, engage their peers in continual school improvement, and lead others in implementing and evaluating program improvements. In this article, we discuss the purpose and rationale for teacher leader programs; the nature of teacher leadership; key features of the program, including job-embedded program structure, inquiry-based assignments, and collaborative problem solving; and the design for program evaluation.

This article describes a teacher leader program recently implemented at the University of Northern Iowa (UNI) in partnership with the Waterloo school district. The program was designed to meet the specific needs of the Waterloo school district (i.e., to increase school leadership, to complement district-wide initiatives in assessing and improving instruction, and to close the minority-achievement gap). To accomplish these objectives, program participants were organized into collaborative teams for the purpose of designing, implementing, and assessing school improvement initiatives. Supporting instruction was offered by university faculty in the areas of curriculum, assessment, and leadership. Our objective was to cultivate teacher leaders who were well versed in the process of improving classroom instruction and who could lead others through this process.

See All Chapters

Developing Teacher Leaders: Exploring the Multiple Roles of Beginning Urban Educators

ePub

JOANNA GOODE, KAREN HUNTER QUARTZ, KIMBERLY BARRAZA-LYONS, AND ANDREW THOMAS

ABSTRACT: Understanding how to prepare and support teachers as social justice educators committed to working in high-poverty, urban schools is a growing area of inquiry—one that is crucial if we are to stem the tide of high attrition from these hard-to-staff schools. Teacher educators struggle to create conditions within formal preservice programs that will prepare educators for the many challenges unique to urban schools. This article informs this struggle by looking at the early career trajectories of educators prepared specifically as social justice educators. Specifically, we are interested in capturing the multiple professional roles that urban educators assume in their quest to change the world and further social justice. Do these roles help keep educators engaged in their challenging work? We explore this question based on survey data from 417 urban educators in their 2nd through 6th years of their careers and conclude by suggesting a new policy framework for thinking about urban teacher retention—a frame that extends beyond the classroom and into a variety of multiple professional roles.

See All Chapters

Professionalism and Teacher Leadership Preparation

ePub

GWENDOLYN H. MIDDLEBROOKS

ABSTRACT: Teachers are prepared to assume leadership roles as professionals and teacher leaders in the classrooms of our nation’s schools. They demonstrate professionalism and leadership skills daily as they make decisions, work collaboratively with all school personnel, and simultaneously plan, organize, manage, and implement lessons and special projects in the academic environment. The inclusion of leadership preparation in the curriculum of all academic programs in P–12 schools and in teacher preparation programs in higher education is essential, because it ensures the continued preparation of youth and professional personnel for future leadership positions. This article reports on a study conducted in 43 public secondary schools. Thirty-five secondary schools were visited in the New York City school district and 8 schools were visited in the Atlanta public school system. Relatedly, the article reports findings and guidelines for instructional methods and activities that teachers and teacher educators can use to ensure that teacher leaders are prepared for professional roles in the academic environment.

See All Chapters

Kaleidoscope Feature

ePub

Kaleidoscope Feature

KAREN EMBRY JENLINK, KIMBERLY M. CHILDS, AND DEBORAH A. PACE

ABSTRACT: The Texas State Middle and Secondary Mathematics Project is an innovative graduate degree program at Stephen F. Austin State University in partnership with 27 regional public school districts with the intent to prepare highly qualified mathematics practitioner-leaders at the middle and secondary levels. Designed to address acute teacher shortages and declining student achievement, the program offers advanced professional development for teacher participants that emphasizes strong mathematics content with practitioner leadership preparation. Characterized by a challenging and innovative cross-disciplinary curriculum, a cohort design with flexible scheduling, and enriched learning opportunities for school district administrators, students, and mathematics faculty, the Texas State Middle and Secondary Mathematics Project defines exemplary mathematics educator preparation in the 21st century.

See All Chapters

Details

Print Book
E-Books
Articles

Format name
ePub
Encrypted
No
Sku
I000000047638
Isbn
9781475819199
File size
738 KB
Printing
Allowed
Copying
Allowed
Read aloud
Allowed
Format name
ePub
Encrypted
No
Printing
Allowed
Copying
Allowed
Read aloud
Allowed
Sku
In metadata
Isbn
In metadata
File size
In metadata