ERIC Number: EJ1140493
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
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.
Descriptors: Educational Practices, Teacher Administrator Relationship, Teacher Collaboration, Instructional Leadership, School Administration, Change Strategies, Leadership Effectiveness, Leadership Styles
ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A