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Teacher Leadership

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


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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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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