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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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3. One Principal’s Influence on Sustained, Systematic, and Differentiated Professional Development for Social Justice

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CHAPTER 3



One Principal’s Influence on Sustained, Systematic, and Differentiated Professional Development for Social Justice

Brad W. Kose

Purpose defines success.—David Allen

I hate the phrase, “All kids can learn.” To me, that’s an insult to educators and to kids because of course all kids can learn. The question is, “What are they learning?”—Audrey Union, Principal of Integration Middle School

In this article, I explore the promising practices of Audrey Union (all names in this article are pseudonyms), a white principal of Integration Middle School (IMS), which served nearly 400 students in sixth through ninth grades. Approximately 40% of the students were of color and a similar percentage qualified for free and reduced lunch. In particular, I examine her influence in creating systemic, sustained, and differentiated professional development for social justice in her school. This is a critical case study (Yin, 2003) in that her practices offer in-depth insights for addressing at least two crucial challenges faced by middle level principals.

The first challenge concerns providing quality professional development opportunities for all teachers to enhance their practice for all students, a core component of school improvement (Elmore, 2002). Several authors have provided models of or demonstrated the crucial role principals play in creating these opportunities (Bredeson, 2003; Lindstrom & Speck, 2004; Tallerico, 2005; Youngs & King, 2002). However, documented principal practice is needed for creating a more comprehensive understanding of how...

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