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CHAPTER 1:
INTRODUCTION
1.1 Overview:
Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools.
Teacher leadership is primarily concerned with developing high quality learning and teaching in schools, colleges, and universities. It has at its core a focus upon improving learning and is a mode of leadership premised upon the principles of professional collaboration, development and growth.
, it is more a form of agency where teachers are empowered to lead development work that impacts directly upon the quality of teaching and learning. Teacher leaders lead within and beyond the classroom, they identify with and contribute to a community of teachers and influence others towards improved educational practice.
When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present Teacher leadership is not a formal role, responsibility or set of tasks in many schools.
Teachers seeking to advance their careers, increase their income, or acquire new skills or professional roles could consider becoming a department chair (e.g., the head of the English department overseeing some subject-area decisions) or moving into an administrative position. In addition, teachers unions have also provided
INTRODUCTION
1.1 Overview:
Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools.
Teacher leadership is primarily concerned with developing high quality learning and teaching in schools, colleges, and universities. It has at its core a focus upon improving learning and is a mode of leadership premised upon the principles of professional collaboration, development and growth.
, it is more a form of agency where teachers are empowered to lead development work that impacts directly upon the quality of teaching and learning. Teacher leaders lead within and beyond the classroom, they identify with and contribute to a community of teachers and influence others towards improved educational practice.
When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present Teacher leadership is not a formal role, responsibility or set of tasks in many schools.
Teachers seeking to advance their careers, increase their income, or acquire new skills or professional roles could consider becoming a department chair (e.g., the head of the English department overseeing some subject-area decisions) or moving into an administrative position. In addition, teachers unions have also provided