Turning Good Teachers into Great Leaders. 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Terry Knecht Dozier 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Proffesional Development. Leadership -- Teacher Leaders -- Politics of education -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | EL 7 LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
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| Book | PLM | PLM Periodicals Section | Periodicals | L 11 Ed83el (Browse shelf) | Available | PER 1117 TG |
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| L 11 Ed83el The Power of Our Words. | L 11 Ed83el The Many Faces of Leadership. | L 11 Ed83el What Do Teachers Bring to Leadership? | L 11 Ed83el Turning Good Teachers into Great Leaders. | L 11 Ed83el Will You Help Me Lead? | L 11 Ed83el To Help and Not Hinder. | L 11 Ed83el The Perils and Promises of Praise. |
ABSTRACT : According to a survey by the Center for Teacher Leadership at Virginia Commonwealth University, teachers want training to help them become effective leaders in the policy arena. The Virginia Teacher Leaders Network and the Center for Teacher Leadership provide examples of teachers who have successfully influenced policy in multiple areas: the arts, mandated testing, teacher induction programs, professional development, and full-day kindergarten. Successful teacher leaders join with others to champion a cause, back up their recommendations with data, communicate and build relationships, use their spheres of influence, and are passionate about the issues they champion. Schools need to cultivate this largely untapped resource for change and improvement in schools by providing teachers with leadership opportunities, appropriate training, and professional support. 56
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Endnote 1 The teachers surveyed were members of the National Board for Professional Teaching Standards Network Advisory Committee, the Southeastern Virginia NBCT Network, and the electronic mailing lists of the National Teacher Forum and the Virginia Teacher Forum.
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