Designing teacher leadership for school improvement

While the demands of teaching continue to escalate, teacher development has changed relatively little over time, leaving many of today’s teachers feeling underprepared, overwhelmed, or demoralized with few opportunities to make real change. Teacher leadership holds promise for both addressing challe...

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Bibliographic Details
Published in:Phi Delta Kappan 2023-12, Vol.105 (4), p.26-30
Main Authors: Henry, Wesley L.C., VanGronigen, Bryan A., Wronowski, Meredith L., Olive, James L.
Format: Article
Language:English
Subjects:
Administrator Role
Cooperative Planning
Education reform
Educational Improvement
Educational leadership
Empowerment
Faculty Development
Principals
Program Development
Program Implementation
Quality of education
School districts
Teacher Collaboration
Teacher Leadership
Teachers
Urban Schools
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Summary:While the demands of teaching continue to escalate, teacher development has changed relatively little over time, leaving many of today’s teachers feeling underprepared, overwhelmed, or demoralized with few opportunities to make real change. Teacher leadership holds promise for both addressing challenges within schools and empowering teachers. Wesley L.C. Henry, Bryan A. VanGronigen, Meredith L. Wronowski, and James L. Olive highlight how a large urban school district in the United States created, resourced, and implemented a program to develop a corps of teacher leaders who used what they were learning to analyze and critique local school improvement plans. They then presented their ideas to administrators and collaborated with their colleagues to implement more responsive improvement efforts.
ISSN:0031-7217
1940-6487
DOI:10.1177/00317217231219401