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ERIC Number: EJ1074578
Record Type: Journal
Publication Date: 2015-Aug
Pages: 5
Abstractor: ERIC
Reference Count: 1
ISBN: N/A
ISSN: ISSN-0276-928X
If I Could Run a School: Teacher-Powered Schools Require a Divergent Set of Skills
Nazareno, Lori
Journal of Staff Development, v36 n4 p28-32 Aug 2015
While people at all levels of education are talking about teacher leadership, few are talking about the bold type of leadership that puts teachers in charge of whole-school success. Many current forms of teacher leadership have teachers carrying out solutions that others have created. Rarely does teacher leadership involve teachers designing and implementing their own solutions to the most pressing challenges in education today. This is the type of teacher leadership that is demonstrated in teacher-powered schools. In over 75 schools across the United States, teachers are creating, implementing, and leading their own whole-school solutions, taking on the monumental task of transforming schools and the profession. Many of these schools started with teams of teachers stepping up to the challenges that arose in their local contexts. Since then, the Teacher-Powered Schools Initiative--a joint effort of Education Evolving, an organization involved in school redesign, and Center for Teaching Quality--has identified many of the existing teacher-powered schools and begun to coalesce these efforts into a grassroots movement. For teacher-powered schools to succeed, teachers are going to need a variety of skills that traditionally they have not used. Collaborative management requires teachers to be able to work together to make decisions, while learning how to be a leader among leaders is likely unfamiliar to most teachers. Few teachers know how to conduct evaluations of their colleagues. Professional learning that develops and strengthens those skills will help teachers lead and create teacher-powered schools.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A