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ERIC Number: EJ1140493
Record Type: Journal
Publication Date: 2017
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0013-1784
Windows into Instructional Practice
Steinbacher-Reed, Christina; Rotella, Sam A.
Educational Leadership, v74 n8 p68-72 May 2017
Administrators are often removed from the daily instructional realities in classrooms, while teachers aren't given enough opportunities to lead in their schools, write Christina Steinbacher-Reed and Sam A. Rotella Jr. The result is a wall that prevents the two parties from collaborating in a way that improves school culture, teaching practices, and student learning. In this article, the authors argue for a concept they call "teachership," which weaves together exceptional leading with exceptional teaching. To practice teachership, schools can allow both administrators and teachers to work together in "professional sandboxes"--protected spaces where administrators take part in classroom-based professional learning and teachers are given the chance to lead. Some examples of these sandboxes include strategy walks, lab classrooms, and instructional rounds. Steinbacher-Reed and Rotella detail three levels of professional sandboxes (from least intensive to most intensive) and provide examples of administrator-teacher partnerships at each level.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A