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ERIC Number: EJ1036834
Record Type: Journal
Publication Date: 2014-Apr
Pages: 7
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0031-7217
Going to Scale with Teacherpreneurs
Berry, Barnett
Phi Delta Kappan, v95 n7 p8-14 Apr 2014
The problems of public education are not that America's classrooms are filled with too many bad teachers or too few smart ones. Instead, policy makers are paying too little attention to mobilizing the many experts teaching today who could lead in powerful ways. Enter the teacherpreneur, who teaches students for a career and has "the respect (and income potential) of an endowed chair at a research university" and "time to spread and market their pedagogical and policy ideas across organizational and geographical boundaries" (Berry, 2011). Not only is there a solid base of individual teachers who crave leadership opportunities, but the education system as a whole is long overdue for large-scale reform with teacher leadership at the center. According to this author, there are at least four reasons the nation's policy makers must invest in a bold brand of teacher leadership: (1) Teacher leadership benefits students; (2) Successful schools need dynamic collaboration; (3) Principals cannot do it alone; and (4) Top-performing countries invest in teacher leaders. Additionally, Berry states that there are at least four high-leverage strategies that can be used to broaden the scope of teacherpreneurism and ensure its effectiveness: (1) Make teacherpreneurs more public; (2) Use teacher evaluation and pay systems to elevate teacherpreneurism; (3) Prepare new teachers as teacherpreneurs; and (4) Promote teacherpreneurs from inside unions and other associations.
Phi Delta Kappa International. 408 North Union Street, P.O. Box 789, Bloomington, IN 47402. Tel: 800-766-1156; Fax: 812-339-0018; e-mail: orders@pdkintl.org; Web site: http://www.pdkintl.org/publications/pubshome.htm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A