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Teacher Leadership

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

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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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24. Growing Teacher Leaders in a Culture of Excellence

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CHAPTER 24



Growing Teacher Leaders in a Culture of Excellence

Linda Searby and Lisa Shaddix

How do you create a district pool of future principals who understand and honor the culture of a school community? How do you also increase the leadership capacity of teachers so that they can effectively lead from the classroom? The central administration and elected board of the Mountain Brook, Alabama school system sought to answer this question as a continuity plan for leadership that was being developed. The answer was to continue to shift the paradigm about the concept of leadership in the school system and intentionally promote a culture that would empower teachers to lead at all levels. The Teachers as Leaders program of the Mountain Brook, Alabama Schools represents that shift and is training teachers to utilize their leadership skills and contribute to the system as it fulfills its mission to offer education to its students that is effective, challenging, and engaging. This article describes their exemplary program.

Background

Growing teacher leaders needs to be an intentional act in our nation’s school systems. The principal’s job in schools is becoming more complex, and it has been established that school leadership can no longer reside in one person (Ballek, O’Rourke, Provenzano, & Bellamy, 2005). Further evidence for the urgency to grow teacher leaders is the fact that public school principals are leaving the profession in increasingly high numbers. According...

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