Teacher leadership and the advancement of teacher agency
Bibliographic Data
| ID | 8936099 |
|---|---|
| Authors | Linda Quinn Allen (Iowa State University, corresponding author) |
| Year | 2018 |
| Volume | 51 |
| Issue | 1 |
| Pages | 240-250 |
| Publication date | 2018-02-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12311 |
| OpenAlex | W2792654291 |
| Language | EN |
| Citations received | 9 |
| References cited | 14 |
In keeping with the theme of this special issue, “Looking back, Moving forward,” the present article describes how Iowa is moving forward with its Teacher Leadership and Compensation (TLC) System. First implemented in school districts in the 2014–2015 year, the TLC System is designed to attract and support new teachers; make available meaningful teacher leadership roles, for which teachers receive supplemental salary; and provide high‐quality professional development. Today, every school district in the state of Iowa has a teacher leadership program in place with one of every four Iowa teachers holding a well‐defined, compensated leadership role. In order to participate fully in the new school culture created by the TLC System, it is imperative that teachers have agency, the ability and initiative to direct their own professional growth, and the opportunity to contribute to the growth of colleagues. Teacher education programs can advance preservice teacher agency by cultivating a growth mindset, implementing a dialogic pedagogy, and devoting attention to the construction of teacher identity
Agency (philosophy · Educational leadership · Mindset · Pedagogy · Political science · Professional development · Salary · Sociology · Teacher education · Teacher Leadership · Collaborative Teaching and Inclusion · Psychology · Reflective Practices in Education · Teacher Education and Leadership Studies
Teacher leadership
Unleashing the potential of teacher leadership for ESD
Teacher leadership in the Arab states
Social identity approach to understanding teacher-leadership
“A Sense of Perspective”
Development and validation of an instrument investigating elementary teachers’ sense of agency for science instruction
Elevating world language teacher leaders
The creative abilities of preservice world language educators
Language education in elementary schools
Understanding teacher identity
Struggling for a professional identity
Tracing one teacher candidate's discursive identity work
Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession
A dialogical approach to conceptualizing teacher identity
Already elsewhere – A study of (skilled) teachers' choice to leave teaching
The personal and professional selves of teachers
It's ok — Not everyone can be good at math”
What Makes Professional Development Effective? Results From a National Sample of Teachers
Dialogical Pedagogy in Teacher Education
| Citations per year | 1.13 |
|---|---|
| Citation span | 2018 - 2025 (8) |
| Highly cited | No |