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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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13. Understanding Teacher Leadership


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Understanding Teacher Leadership

Marilyn Katzenmeyer and Gayle Moller

Being a teacher leader means sharing and representing relevant and key ideas of our work as teachers in contexts beyond our individual classrooms so as to improve the education of our students and our ability to provide it for them.

—Ariel Sacks, Eighth Grade Teacher Leader

Hardworking educators struggle every day within a system that was not designed for the needs of today’s students. In spite of the skepticism of the public and the ensuing policy reports that reveal failures within our educational system, most teachers are committed to searching for answers to improve student outcomes, although other demands compete for their attention. The unending need to find social services for students and their families, competitive challenges from advocates of charter schools and school vouchers, and the dwindling numbers of capable individuals who want to become teachers and school administrators create distractions from the challenge committed educators face in improving student learning.

Over the last 25 years, the massive number of reports on how to improve schools influenced policymakers to pass legislation placing pressure on educators to provide quality education for all students. Few would disagree with this goal. Many would argue, though, that the goal cannot be accomplished by simply raising standards, creating and implementing more outcome measures, and holding students, teachers, and administrators ever more accountable for test scores. Research on...

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