To Help and Not Hinder. 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Heather Lattimer 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 10 refsContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Teachers. Leadership -- Motivation -- Reflective Teaching -- | -- -- -- 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 |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L 11 Ed83el (Browse shelf) | Available | PER 1117 TH |
ABSTRACT : Teacher leaders do not fulfill their potential without the right kinds of support. Using the stories of two teacher leaders, Lattimer describes how school and district administrators succeed and fail at encouraging teachers to take on or withdraw from leadership roles. The two teachers profiled were more likely to assume leadership roles when administrators showed respect for their knowledge, when there was a strong teacher community, when reform efforts were connected to student needs, and when they had opportunities for critical reflection. These stories of successful and not-so-successful leadership reveal how school climate contributes to teacher morale and how much extra effort is required of teacher leaders. 56
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Endnote 1 Teachers' names have been changed to protect their privacy.
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