Five Goals for Teacher Leadership

Autor/inn/en	Coggins, Celine; McGovern, Kate
Titel	Five Goals for Teacher Leadership
Quelle	In: Phi Delta Kappan, 95 (2014) 7, S.15-21 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
Schlagwörter	Teacher Leadership; Educational Improvement; Teacher Student Relationship; Faculty Development; Faculty Mobility; Unions; Teacher Role; Decision Making; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Teaching improvement; Unterrichtsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Decision-making; Entscheidungsfindung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	For more than a generation, education leaders have advocated for policies at federal, state, and district levels to support the spread of teacher leadership. And yet, teacher leadership has not taken hold in either a strategic or systemic way. Why? Perhaps, as Atul Gawande said of the medical industry, while good ideas abound, not all of them spread (2013). Ideas that do spread share two important qualities: They solve a clearly defined problem, and they benefit the general public as well as practitioners. The failure of teacher leadership to take hold has been a failure to define its purpose beyond the generic, albeit laudable, ideal of increased professionalism for teachers. Policy making is fundamentally about resource allocation. Policies favor interventions that can answer the key questions: Who benefits, how, and to what degree? Those who work in the teacher leadership space must ask: How do we make teacher leadership indispensable? How do we ensure that policy makers believe it is a priority and not the first item that gets slashed when budgets are tight? For teacher leadership to have staying power, it must prove itself to be genuinely influential--to matter more than other strategies for improving schools. Teach Plus has identified five measurable goals for teacher leadership: (1) Improve student outcomes; (2) Improve the access of high-need students to effective teachers; (3) Extend the careers of teachers looking for growth opportunities; (4) Expand the influence of effective teachers on their peers; and (5) Ensure a role for teachers as leaders in policy decisions affecting their practice. (ERIC).
Anmerkungen	Phi Delta Kappa International. 408 North Union Street, P.O. Box 789, Bloomington, IN 47402. Tel: 800-766-1156; Fax: 812-339-0018; e-mail: orders@pdkintl.org; Web site: http://www.pdkintl.org/publications/pubshome.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10