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Teacher Leadership

The «New» Foundations of Teacher Education – A Reader – Revised edition

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Edited By Eleanor Blair

Teacher leadership as a dimension of teachers’ work has never been more important. This topic has emerged as a major component of both state and national standards, and as such, it is included in most contemporary teacher education programs. Three decades of research have focused on teacher leadership as an essential element of school improvement, but its relationship to the potential transformation of the teaching profession remains unexplored. This revised edition of Teacher Leadership: The «New» Foundations of Teacher Education provides an overview of the scholarship being done in the field and a framework for questions and discussions regarding the sustainability of teacher leadership efforts. In this edition, each of the five sections is accompanied by an introduction and reflection questions on the various issues related to teachers acting as leaders in classrooms, schools and communities. The book opens with a completely new section that presents scholarship related to teacher leadership and social justice, where the role of ideology in the work of teacher leaders is considered. This book includes the work of over thirty authors and is an essential tool for guiding dialogue regarding the various facets of teacher leadership and its impact on school culture, student learning and professional learning communities within the context of twenty-first century school reform. Teacher Leadership: The «New» Foundations of Teacher Education – A Reader is intended for undergraduate and graduate education students.
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1. Educating School Leaders for Social Justice

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CHAPTER 1



Educating School Leaders for Social Justice

Nelda Cambron-McCabe and Martha M. McCarthy

Grave concerns exist about leadership preparation programs’ lack of relevance in preparing school leaders to address the crisis conditions facing many children and schools in this country. As the efficacy of existing preparation programs is questioned, specific concerns also are raised about the extent to which social justice issues are being considered in the development of new approaches and standards for preparing leaders. Although policy makers express a concern for creating more just, equitable schools, new standards and licensure requirements do not explicitly encompass social justice concerns (Marshall, 2001; Oliva, 2001).

The prevalence of social justice language in educational settings and scholarship portends a new movement with as many meanings as actors on the scene. This visibility is cause for celebration as well as unease. With popular use, both liberals and conservatives have embraced the term social justice to rationalize similar as well as polar opposite strategies. In the policy arena, educational accountability policies tend to construct the meaning of social justice in narrow market-based terms that attempt to remedy the so-called deficits students from diverse backgrounds bring to school (Marshall & Parker, 2009). When policy makers are asked to identify social justice elements in their states, they point to high academic standards and stringent assessment strategies (Cambron-McCabe, 2009; Marshall & McCarthy, 2002). Consequently, elimination of the achievement gap between Caucasian students and...

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