A Minoritized Art Teacher's Perspective on Teacher Leadership: Teacher Leadership through Community Leadership and Collaborative Efforts

Autor/in	Keisling, Mai Dinh
Titel	A Minoritized Art Teacher's Perspective on Teacher Leadership: Teacher Leadership through Community Leadership and Collaborative Efforts
Quelle	In: International Journal of Teacher Leadership, 10 (2019) 2, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9726
Schlagwörter	Vietnamese People; Art Teachers; Teacher Leadership; Community Leaders; Student Leadership; Service Learning; Community Involvement; School Community Relationship; Community Programs; Art Education; Asian Americans; Minority Group Teachers; Higher Education; Florida + Suchen Sie Ihr Suchwort? Art teacher; Kunsterzieher; Kunsterzieherin; Lehrerfunktionsstelle; Community leadership; Gemeindeleitung; Studentenwerk; Service-Learning; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	As a Vietnamese 28-year veteran art teacher, my lived experience is that art teaching is not a viable means to gain access to formal leadership or to exercise my personal leadership within school in a large school district. As an Asian descent educator, there is limited opportunity for a leadership role. For many years, I felt that the isolation and helplessness in teaching was a deterrent to my professional and personal growth in the teaching profession. Into my fifth year of teaching, I determined to return to my advocacy and love for community service through artmaking. I decided to create leadership opportunities for myself to grow and to lead and for my students to have access to other educational benefits that only community can provide. This article highlights my commitment to become an art teacher leader through community leadership and providing service-learning projects for my students. In this article, I share three recent examples of how teacher leadership combined with community (Gilbert, 1972; Hunter, 1980; Nix & Seerley, 1972) and collaborative leadership can maximize student learning and teacher growth personally and professionally. (As Provided).
Anmerkungen	California State Polytechnic University, Pomona. 3801 W. Temple Avenue, Pomona, CA 91768. Tel: 909-869-3935; e-mail: ijtl@cpp.edu; Web site: https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/index.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01