Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton
Chapter Two: Practical Leadership: How Teachers Enact Leadership to Re-culture Their Schools (Mistilina Sato / Carrie Rogers)
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How Teachers Enact Leadership to Re-culture Their Schools
MISTILINA SATO AND CARRIE ROGERS
We present this chapter on the theory of practical leadership as a way to see teacher leadership as not only present in teachers’ everyday actions but also as a way for teachers to see themselves as stewards of the teaching profession in their daily work within schools. Practical leadership, grounded in the ideas of Aristotelian practical reasoning, is bounded contextually and oriented toward action. This theory of leadership recognizes the everyday work of teachers as a place of leadership enactment. What we are learning and can continue to learn through the lens of practical leadership is that broadening the way teachers are viewed as leaders not only benefits teachers themselves, but can also work toward the re-culturing and improvement of schools. Below, we take up the history of teacher leadership and through illustrations of practical leadership, we push on common notions of what constitutes teacher leadership within US schools to get closer to leadership as stewardship.
TEACHER LEADERSHIP IN US SCHOOL SYSTEMS
Teacher leadership is not a new concept. Teachers were often referred to as classroom leaders in the mid–nineteenth century (Cuban, 1988) and the leaders of schools once bore the title of principal teachers (The National Commission on Teaching and America’s Future, 1996, p. 110). As schooling moved to an industrial model in the...
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