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Autor/inn/enBarnett, David; Aagaard, Lola
TitelDeveloping Leadership Capacity within the Teaching Ranks: One District's Approach
QuelleIn: International Electronic Journal for Leadership in Learning, 11 (2007), Artikel 9 (16 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1206-9620
SchlagwörterAcademic Achievement; Teacher Effectiveness; Instructional Leadership; Focus Groups; Principals; Power Structure; Participative Decision Making; Teacher Surveys; Teachers; Faculty Development; School Districts; Statistical Analysis
AbstractWith the increased state and national focus on student achievement, school leaders are pursuing a variety of strategies to better serve their students. Many effective principals are embracing distributive leadership, relying on their best teachers to also provide instructional leadership. Yet, many effective teachers have not had training (and often not the desire) to step into leadership roles. To respond to the challenge of increasing student achievement while building the instructional leadership capacity within its teaching staff, one district developed the concept of The Instructional Team, referred to in the district as The "I" Team. Three years after implementation, district teachers were surveyed and some participated in focus groups regarding The "I" Team's impact on instructional teaching strategies. Although The "I" Team seemed to enjoy support among the teaching ranks and scores on state-mandated tests were improving, changes in the administrative leadership prompted a scaling back of this successful program. (Contains 11 tables.) (As Provided).
AnmerkungenUniversity of Calgary Press. 2500 University Drive NW, Calgary, Alberta T2N 1N4, Canada. Tel: 403-220-7578; Fax: 403-282-0085; e-mail: ucpmail@ucalgary.ca; Web site: http://www.ucalgary.ca/ucpress
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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