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Paper outlining the conceptual framework of teachers leaders’ professional learning skills developing as a result of being a presenter in profession development for other teachers. The paper explores specific gains in this collaborative method of teacher professional growth, in addition to ways students can take part and develop leadership principles.
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Boyd-Dimock, V. & McGree, K. M. (N.D.) Leading Change from the Classroom: Teachers as Leaders. SEDL.
As the movement to restructure schools continues, teachers are increasingly being called upon to provide leadership in schools. This article describes what teacher leaders do, stories from the field, and the conditions necessary for teacher leadership to occur.
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Flannery, M.E. (2014) Who’s in Charge Here? Teachers! Neatoday.
This article highlights a variety of ways teachers are leading their profession. The National Education Association is leading the charge to give teachers a variety of opportunities to lead their profession.
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Teacher Leadership Exploratory Consortium. (N.D.) Teacher Leader Model Standards.
Leadership by teachers is essential to meeting the needs of students and supporting education professionals. The Teacher Leadership Exploratory Consortium developed these standards to promote and support teachers leadership as a vehicle to transform schools for the 21st century.
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This report defines a variety of roles for teachers as leaders and provides a teacher leader job characteristics checklist. Some information is provided about Opportunity Culture Schools and their principles.
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Vilson, J. (2012) Three Dos and Don’ts of Transformative Teacher Leadership. Edutopia.
As you cross the bridge into teacher leadership, there are many things you need to consider. This article considers 3 dos and 3 don’ts you should reflect on as you become a leader in your school.
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Ingersoll, R. M. (2007) Short on Power, Long on Responsibility. Educational Leadership.
This article describes the flaw with the belief that improving teaching is just about accountability when in fact teachers have very little control over their work. If we are to “upgrade teacher quality” then we must allow them to have more control of their work.
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This report/case study explores six specific practices that highly effective schools utilize. Practices explored in this report include: collaborative planning, embedded professional development, summer trainings, data analysis, coaching, and peer observation.
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Terry, P. M. (1998). Empowering Teachers as Leaders. University of Memphis.
This source examines some of the common obstacles educators face in taking on leadership roles. It also provides a number of useful elements of successful teacher empowerment strategies.
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This brief was written by the New Teacher Center to provide schools with some promising strategies from seven schools in Pittsburgh to inform their own school improvement planning. These seven schools successfully addressed time, school leadership, managing student conduct, and teacher leadership with effective strategies.