The Promise, Rise and Fall of the Florida Teacher Leader Fellowship Programme

Autor/inn/en	Alexandrou, Alex; MacBeath, John; Poekert, Philip; Alexandrou, Louie
Titel	The Promise, Rise and Fall of the Florida Teacher Leader Fellowship Programme
Quelle	In: Research in Post-Compulsory Education, 25 (2020) 2, S.236-256 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2020.1742995
Schlagwörter	Teacher Leadership; Fellowships; Program Effectiveness; Professional Development; College School Cooperation; Teacher Collaboration; School Districts; Educational Innovation; Barriers; Teacher Administrator Relationship; Expertise; Friendship; Leadership Training; Transfer of Training; Florida + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Fellowship; Stipendium; Lehrerkooperation; School district; Schulbezirk; Instructional innovation; Bildungsinnovation; Expert appraisal; Freundschaft; Führungslehre; Training; Transfer; Ausbildung
Abstract	This paper explores a teacher leadership development programme initiated by a university-based educational innovation centre that convened 40 teacher leaders from 22 different school districts across Florida for an 18-month voluntary professional learning experience. Underpinning this initiative was a theory of teacher leadership development aimed at developing a culture of professional learning at individual teacher, school and district level. It was designed to challenge, at both school and district level, a perceived ambivalence among senior leadership to teacher led-initiatives aimed at enhancing the professional knowledge and skill of their colleagues. Findings indicate that participation in a university-sponsored programme, as well as developing collaboration among teachers, served to promote a commitment to teacher-led leadership. Further, the researchers identified specific strategies which would encourage Fellows to explore new areas of learning. This also entailed confronting obstacles and disincentives employed by teaching colleagues and senior leaders at both school and district level. This article explores not only the conditions and practices that shaped the programme but also the larger contextual factors that determine when, how, and if teacher leaders are able to exercise leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01