The «New» Foundations of Teacher Education – A Reader – Revised edition
Edited By Eleanor Blair
5. Teacher Leadership Continuum: How Principals Develop and Support Teacher Leaders
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Teacher Leadership Continuum
How Principals Develop and Support Teacher Leaders
Ann S. Allen and Kathleen Topolka-Jorissen
Imagine the excitement as you begin your new teaching assignment. You arrive in a small rural town; the mayor, the preacher, and the president of the bank greet you at the train station. You are the town’s new teacher. You have been selected from a pool of enthusiastic, educated, and morally sound graduates from the state’s Normal School. Young and idealistic, you venture far from home to fulfill a lifelong dream. The town’s one-room schoolhouse is your stage. The town’s school age children become your pupils to teach, love, and lead. Your place in the town’s social order depends on your ability to organize and assess appropriate lessons and curricula, prepare students for the academic demands of their chosen vocations, manage discipline of students ranging from age 5 to 16, keep the schoolhouse and outhouse clean, oversee playground and lunchtime activities, insure that there is enough wood cut to keep the building warm, and inform parents of students’ progress or struggles. If your pay is determined by the number of students attending, then you are also charged with recruitment and retention of students.
The responsibilities set forth by the townsfolk for a young adult with dreams and ideals of a smooth-running school near the turn of the 19th century challenged teachers not only to provide instruction but...
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