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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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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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Public Impact. (2014) Teacher-led Professional Learning: To Reach Every Student with Excellent Teachers-Defining Teacher- Leader Roles. Chapel Hill, NC.

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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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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Meyer, G. (2005) On Time and How to Get More of It. National Institute for Urban School Improvement.

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.

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Church, K., Hirsch, E., Sioberg, A. (2012) Improving Teaching and Learning Conditions: Promising Practices from Pittsburgh Schools. The New Teacher Center.

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.

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Danielson, C. (2007). The Many Faces of Leadership. Educational Leadership; ASCD.

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.

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Grossman, P., Wineburg S. & Woolworth, S. (2000). What Makes Teacher Community Different from a Gathering of Teachers? Center for the Study of Teaching and Policy.

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.

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Schlechty Center for Leadership in School Reform. (2011). Transforming Roles and Relationships: One District’s Choice to Pursue Greatness. Schlechty Center for Leadership in School Reform.

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.