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ERIC Number: EJ1104454
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0148-432X
Leadership for Teaching and Learning: How Teacher-Powered Schools Work and Why They Matter
Berry, Barnett; Farris-Berg, Kim
American Educator, v40 n2 p11-17, 44 Sum 2016
Over the past 20 years, federal and state reforms have drawn on heavy-handed attempts to close the achievement gap through top-down management of teachers. Such approaches have often included high-stakes accountability systems that mandate what to teach and how to teach it and that evaluate teachers on the basis of annual standardized test scores. In short, policymakers have focused on fixing teachers more than on maximizing their expertise and leadership potential. One of teachers' greatest sources of frustration is their lack of authority to determine how to meet those demands in ways that will benefit students. There is a growing movement to transform the profession with teachers serving as the agents of change--rather than being the targets of it. Simultaneously, growing numbers of policymakers are becoming aware that deeper learning outcomes for all students will only be achieved with their teachers leading the transformation of schooling. A convergence of research also supports the benefits to students when teachers can make significant schoolwide decisions. This article presents teacher-powered schools as one notable school governance model that supports student learning and enhances the leadership, engagement, and professionalism of educators.
American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts