Overcoming the obstacle to leadership. 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Susan Moore Johnson 5 6 [Morgaen L Donaldson] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: 4 refsContent type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 0013-17842Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Teacher Leaders -- Leadership -- Professional Development. -- | -- -- -- 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 | L11.Ed83el.2007 (Browse shelf) | Available | PER 1117O |
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| L11.Ed83el How Tracking Creates a Poverty of Learning. | L11.Ed83el. Becoming Adept at Code-Switching. | L11.Ed83el.2005 Releasing Responsibility. | L11.Ed83el.2007 Overcoming the obstacle to leadership. | L11.Ed83el.2007 Short on Power, Long on Responsibility. | L11.Ed83el.2007 Lessons from Networking. | L11.Ed83el.2007 Real Principals Listen. |
ABSTRACT : Teachers in the second stages of their careers-those with 4-10 years of experience-are often eager to vary their responsibilities, work collaboratively with peers, and influence teaching beyond their own classrooms. With many veteran teachers retiring, principals are apt to recruit these second-stage teachers to fill teacher leadership positions. In interviews with some second-stage teachers, the authors found that they had often struggled because their schools did not provide a professional framework or established a formal set of responsibilities to provide legitimacy to their leadership roles. The authors recommend that schools create stronger supports to help teacher leaders overcome the obstacles caused by the norms of school culture-teacher autonomy, egalitarianism, and deference to seniority. 56
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Authors' note: This article is based in part on analysis and argument presented in Angling for Access, Bartering for Change: How Second-Stage Teachers Experience Differentiated Roles in Schools, by M. Donaldson, S. Johnson, C. Kirkpatrick, W. Marinell, J. Steele, and S. Szczesiul, in press, Teachers College Record.
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