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ERIC Number: ED508737
Record Type: Non-Journal
Publication Date: 2009-Mar
Pages: 30
Abstractor: ERIC
Reference Count: 4
Reflections on the Success of NWP Teacher Leadership: A Dynamic Cycle of Teaching, Learning and Leading
Heenan, Barbara
Inverness Research
For decades teacher leadership has been widely promoted by policy makers and education leaders as a prime strategy for improving the educational enterprise. As practitioners of exemplary teaching, as innovators of pedagogy and curriculum, and as promoters of high-quality instruction for all students, teacher leaders are uniquely positioned to effect change in their classrooms, schools and beyond. They can serve as an engine of reform, transforming the culture of teaching and learning from the ground up. Nowhere in their long careers as educational researchers and consultants have they at Inverness Research seen the potential of teacher leadership realized more fully than in the National Writing Project (NWP). As they have studied the NWP over the past fifteen years their overarching questions have been--What makes the Writing Project so effective at generating teacher leadership? What is the nature of this leadership? What is the anatomy of its success? What are the key elements and how do they work singly and in concert with one another? And finally, how can they explain what they learn to others? The author's intention in this essay is to illuminate both the nature of the teacher leadership that is generated and supported by the NWP, and the processes through which it is achieved. Her aim is to share ideas gleaned from her experiences. As such these ideas are more exploratory and tentative, than summative. Her hope is to contribute to a broader ongoing discourse about the nature, purposes and support of teacher leadership, especially as it is revealed within the NWP. (Contains 17 footnotes.)
Inverness Research. P.O. Box 313, Inverness, CA 94937. Tel: 415-669-7156; Fax: 415-669-7186; e-mail:; Web site:
Publication Type: Opinion Papers
Education Level: N/A
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: Inverness Research