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.
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.
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.
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.
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.
As the demands on teachers increase, the question is how to find more time for teachers to be able to meet those demands. This brief looks at possibilities on how we might create more time within the day for teachers to plan, collaborate, and meet student needs.
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.
Building a collaborative school culture is not possible without the help of effective teacher leaders. In this research report, the author explains the power of good teacher leadership in building collaboration and provides several conditions that promote leadership.
In this paper the authors draw on their experience with a professional development project to propose a model for studying the formation and development of teacher community. The paper includes a model of the markers of community formation— as manifested in participants’ talk and actions—and concludes with a discussion of why we must continue to care about professional communities.
This case study tells the story of a northeastern Ohio school district’s transformation. The district’s values, commitments to students and staff, and sense of purpose and focus — as well as the relationships between teachers and principals, students and teacher, staff and the school board, and the superintendent and other leaders across the district — are markedly different today from what they were in 1997.