Designing teacher leadership for school improvement

Bibliographic Data

ID21369907
AuthorsWesley 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
Year2023
Volume105
Issue4
Pages26-30
Publication date2023-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePhi Delta Kappan (JOURNAL)
Journal identifiersISSN: 0031-7217 • E-ISSN: 1940-6487
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00317217231219401
OpenAlexW4389303369
LanguageEN
Citations received1
References cited4

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