Designing teacher leadership for school improvement

Dados 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
Ano2023
Volume105
Fascículo4
Páginas26-30
Data de publicação2023-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPhi Delta Kappan (JOURNAL)
Identificadores do periódicoISSN: 0031-7217 • E-ISSN: 1940-6487
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/00317217231219401
OpenAlexW4389303369
IdiomaEN
Citações recebidas1
Referências 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