ERIC Number: EJ1255605
Record Type: Journal
Publication Date: 2020-Apr-27
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1068-2341
EISSN: N/A
Expanding the Role of Teacher Leaders: Professional Learning for Policy Advocacy
Education Policy Analysis Archives, v28 n68 Apr 2020
Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy's classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive themselves as strong policy advocates with local stakeholders but believe they face barriers to influencing state policy leaders. The findings suggest that (1) barriers to policy advocacy must be examined and removed so that teachers can expand their expertise beyond the classroom and that (2) professional learning opportunities can develop teacher leadership skills for influencing policy formulation and adoption resulting in benefits for students.
Descriptors: Teacher Leadership, Teacher Role, Leadership Role, Faculty Development, Advocacy, Educational Policy, Teacher Attitudes, Teaching Experience, Barriers, Teacher Influence, Policy Formation, Communication Skills
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A