Designing teacher leadership for school improvement

Datos Bibliográficos

ID21369907
AutoresWesley L C Henry, Wesley Henry (0000-0001-5958-6657), Bryan A VanGronigen (0000-0001-8352-8473), Meredith L Wronowski (0000-0001-6791-5473), Jean-Louis Olive (0000-0002-6717-0472), James L Olive
Año2023
Volumen105
Número4
Páginas26-30
Fecha de publicación2023-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPhi Delta Kappan (JOURNAL)
Identificadores de la revistaISSN: 0031-7217 • E-ISSN: 1940-6487
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00317217231219401
OpenAlexW4389303369
IdiomaEN
Citas recibidas1
Referencias citadas4

While the demands of teaching continue to escalate, teacher development has changed relatively little over time, leaving many of today’s teachers feeling underprepared, overwhelmed, or demoralized with few opportunities to make real change. Teacher leadership holds promise for both addressing challenges within schools and empowering teachers. Wesley L.C. Henry, Bryan A. VanGronigen, Meredith L. Wronowski, and James L. Olive highlight how a large urban school district in the United States created, resourced, and implemented a program to develop a corps of teacher leaders who used what they were learning to analyze and critique local school improvement plans. They then presented their ideas to administrators and collaborated with their colleagues to implement more responsive improvement efforts

Educational leadership · Feeling · Mathematics education · Pedagogy · Political science · Public relations · School district · Sociology · Teacher Leadership · Collaborative Teaching and Inclusion · Psychology · Social Psychology · Teacher Education and Leadership Studies · Youth Development and Social Support