ERIC Number: ED368714
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Becoming a Teacher Leader: From Isolation to Collaboration.
Bolman, Lee G.; Deal, Terrence E.
This book is designed as a portable mentor for new teachers. Through a close and intense dialogue between a new teacher and a seasoned veteran, the novice comes to see troublesome situations more clearly, to anticipate trouble before it arises, and to develop more comprehensive and powerful strategies for leadership. Through the outcomes achieved by the book's protagonist, a highly committed and talented young teacher who persists in the face of obstacles and who learns from her mistakes, the book provides an optimistic view of the possibilities for teacher leadership. The book's approach is based on learning to use multiple "frames," each offering a different angle on the challenges of leadership. Four frames in common use among teachers as well as administrators are discussed: the human resource frame, the political frame, the structural frame, and the symbolic frame. Chapter titles include: "A New Teacher's First Day"; "Realities Burst the Bubble"; "Building Effective Relationships: The Human Resource View"; "The Tracking Wars: Dealing with School Politics"; "Student Discipline: Understanding Structure in Schools"; "'I'm Just a Great Teacher': Using Symbols To Revive the Spirit"; "Teaching and Leading: Balancing Family and Career"; "The Essence of Teaching: Leaving a Legacy"; and "The Torch Is Passed." The book concludes with an annotated bibliography of 12 publications. (JDD)
Descriptors: Beginning Teacher Induction, Beginning Teachers, Classroom Techniques, Discipline, Educational Cooperation, Elementary Secondary Education, Higher Education, Leadership, Mentors, Perspective Taking, Politics of Education, Psychological Patterns, Social Cognition, Teaching Methods, Teaching (Occupation), Teamwork
Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A