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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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Questions for Reflection and Application


After reading the essays in Section Two, answer the following questions:

1. Everything that happens in a school should focus on the well-being and success of all students. Changing the expectations for the roles and responsibilities of teachers assumes that all teachers are committed professionals. How does one go about addressing the lack of teaching and learning effectiveness in some teachers’ classrooms without challenging a colleague’s competence or questioning his or her professional commitment?

2. Is there a role for teacher leaders in this scenario? What are the different kinds of roles that teacher leaders/learners might assume in a setting focused on student learning, not just student testing?

3. Discuss these different roles within the context of a continuum that focuses on different skill levels and developmental differences among teachers, for example, different teachers may be at different places with regard to experience, skill, and personal commitments.

4. And finally, what kinds of changes have to occur in teachers’ work, both in the classroom and in the larger school/institutional environment, for teachers to be seen (and treated) as professionals equal in stature with other educational leaders and administrators?

Answer these questions using both the ideas from the essays that we are considering as well as your personal experiences with the schools you have encountered during your life: as a student, parent, and/or teacher. References to specific ideas found in the Section Two essays are expected.

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