Show Less
Restricted access

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.
Show Summary Details
Restricted access

23. Leadership for Student Learning: Redefining the Teacher as Leader


| 197 →


Leadership for Student Learning

Redefining the Teacher as Leader

Institute for Educational Leadership, Inc.

The Initiative

Of the myriad problems that have plagued American public education in recent years, few have resisted resolution more stubbornly than the complex of issues surrounding school leadership. While we sense that it is not working as well as it must, there has been no concerted national call to find out why—and to suggest how to improve it. Yet without richly qualified, dedicated, and enlightened state-of-the-art professional and political leadership, efforts to bring about genuine reform to enhance student learning are destined to suffer, possibly even to fail. Sadly, the American public and the nation’s political leaders have yet to acknowledge the intrinsic seriousness of this matter.

This is the backdrop to the School Leadership for the 21st Century Initiative, a national effort led by the Institute for Educational Leadership (IEL) to clarify the issues of school leadership, shepherd them into the spotlight of public policy, and debate where they belong. To prod the process, the Institute created four task forces of experts, practitioners, business leaders, elected and appointed government officials, and others who met for a day and a half each in 2000 to probe one of four levels of school leadership—state, district, principal, and teacher—and examine ways to improve it as part of a massive, long-needed upgrading.

Not surprisingly,...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.