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ERIC Number: ED510100
Record Type: Non-Journal
Publication Date: 2008
Pages: 32
Abstractor: ERIC
Reference Count: 24
ISBN: ISBN-1-9334-9323-2
ISSN: N/A
Teacher Leadership in High Schools: How Principals Encourage It. How Teachers Practice It
Institute for Educational Leadership (NJ1)
Teacher leadership plays a significant role in the professional culture of many schools across the country, according to principals who value it. This is the major conclusion from a survey and telephone interviews conducted by the Institute for Educational Leadership (IEL). While limited in scope, the study confirms the contributions of teacher leadership and provides a picture of how principals rely on teacher leadership teams. It also suggests how current practices can spark further conversations and research to more fully develop and institutionalize teacher leadership, a practice that offers substantial potential to improve schools. From an initial national survey of high school principals, IEL identified 76 high schools where teacher leadership has taken root. A smaller subset of principals and teachers from these schools participated in telephone interviews to confirm and provide stories about teacher leadership. This study, funded by the MetLife Foundation, provides evidence that the movement to instill teacher leadership is in need of support and further development. To start that process, IEL proposes questions that policymakers at all levels should consider in order to promote teacher leadership that is meaningful and enduring. Appendices include: (1) Methodology; (2) Description of the Survey Sample and Demographic Characteristics; and (3) Survey Questions and Interview Protocols. (Contains 2 tables and 17 figures.)
Institute for Educational Leadership. 4455 Connecticut Avenue NW Suite 310, Washington, DC 20008. Tel: 202-822-8405; Fax: 202-872-4050; e-mail: iel@iel.org; Web site: http://www.iel.org/pubs.html
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: MetLife Foundation
Authoring Institution: Institute for Educational Leadership