Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton
Chapter Six: Elementary Teachers Leading From the Classroom: Cases of Practical Leadership (Patricia Bricker / Kelly N. Tracy)
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Elementary Teachers Leading From THE Classroom
Cases of Practical Leadership
PATRICIA BRICKER AND KELLY N. TRACY
Understanding teachers as leaders is not a new concept, but conceptualizing what teacher leadership actually looks like takes on a myriad of forms. In York-Barr and Duke’s (2004) extensive review of the literature on teacher leadership, they describe its roots and evolution. Beginning in formal designated roles intended to further the purposes of administration (e.g., increasing efficiency), teacher leadership has evolved to include instructional leaders in curriculum and mentoring, and has changed even more to embrace informal shared leadership roles in which teachers influence others in an effort to improve teaching and learning. As the movement of “teacher as leader” continued into the 21st century, theoretical frameworks of teacher leadership were offered by Lieberman and Miller (2004), and Danielson (2006) and Sato (2005). While Lieberman and Miller and Danielson focus on areas of teacher influence that include the school, community and the profession Sato’s concept of practical leadership focuses on the school level, with teachers’ “deliberative acts” influencing other teachers’ instructional practices as a means to enhance students’ learning. These actions are taken in response to the teachers’ situations encountered in their everyday work with students.
In this chapter we focus on the leadership experiences of two elementary teachers as they continue classroom teaching. Using the framework of practical leadership (Sato, 2005) we investigate the teachers’ deliberative...
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