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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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17. Overcoming the Obstacles to Leadership


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Overcoming the Obstacles to Leadership

Susan Moore Johnson and Morgaen L. Donaldson

Lacey’s high school needed her talent and skills. Located in an urban, working-class community, the school was struggling to serve all students well and had failed to make Adequate Yearly Progress for two years running. As a social studies teacher, Lacey had developed considerable skill in teaching with a project-based format during her four years in the classroom, and her students were making steady progress as a result. But the reach of her expertise was limited by her classroom walls. Teachers in her school were dedicated to their students, but not to one another’s growth. Whatever they had learned over time—how to do project-based learning, how to facilitate classroom discussions, how to effectively use technology—remained largely private. No one asked; no one told. As a result, the school’s instructional capacity remained static, no more than the sum of individual teachers’ strengths and deficits.

Tempered Enthusiasm

The standards and accountability movement has placed extraordinary demands on schools like Lacey’s to improve instructional outcomes. To meet these demands, principals are appointing increasing numbers of teacher leaders to work with colleagues in such roles as instructional coach, lead teacher, mentor coordinator, and data analyst. Because recent large-scale retirements have left a shrinking pool of veteran teachers, principals often ask teachers in the second stage of their career, with 4 to 10 years...

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