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Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools

Sprache: Englisch.
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Teacher leadership is not easy but it is an essential component of today's accountability driven schools. Teacher leaders can be formal or informal leaders, but their goal remains the same--maximizing student learning and improving the school culture … weiterlesen
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Titel: Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools

ISBN: 1412905028
EAN: 9781412905022
Sprache: Englisch.
Herausgegeben von Martin L. Krovetz, Gilberto Arriaza
CORWIN PR INC

März 2006 - kartoniert - 194 Seiten

Beschreibung

Teacher leadership is not easy but it is an essential component of today's accountability driven schools. Teacher leaders can be formal or informal leaders, but their goal remains the same--maximizing student learning and improving the school culture. And who better to teach us about the obstacles, challenges, and victories of teacher leadership than teachers themselves?
Krovetz and Arriaza place teachers' voices and stories at the center of this book, using these moving narratives to illustrate the key concepts of teacher leadership. The book is organized around the habits of mind of inquiry, equity, and advocacy as a means of developing effective teacher leaders. Further, the authors include information on how teacher leaders can document and sustain their growth as teacher leaders.
Based on the authors' work with hundreds of teacher leaders, this essential guide is ideal for school leaders and leadership teams.

Inhaltsverzeichnis

Preface
Acknowledgments
About the Author
1. Reframing School Culture
What I Am Becoming
What Does This Look Like? Changing the Nature of Work
Why Do It? It Is About Quality of Life and Learning!
Fostering Resiliency: A Lens for Reframing Culture
Applying the Concepts in Your Workplace
Essential Questions
Resources
Endnotes
2. Learning to Lead
Why the Need to Distribute Leadership?
The Skills, Attitudes, and Behaviors of Skillful Teacher Leaders
New Roles, New Relationships
Applying the Concepts in Your Workplace
Essential Questions
Resources
Survey
How Did We Do? --A Teacher Survey
Endnotes
3. Influencing Student Learning
Closing the Achievement Gap and Habits of Mind
Valuing the Staff
Focusing Resources
Applying the Concepts in Your Workplace
Essential Questions
Resources
Endnotes
4. The Role of Inquiry
Definition of Collaborative Action Research
Collaborative Action Research, When Well Conducted, Brings Out the Best in Its Members
Action Research Has an Invaluable Application to the Classroom
The Potential Power of Collaborative Action Research as a Methodology to Enact Schoolwide Sustained Change
Applying the Concepts in Your Workplace
Essential Questions
Resources
5. Building Equity in Diverse Classrooms
Distributing Teachers' Work
Personalizing Teaching and Learning
Students' Academic Performance at the Center of Staff Conversations
Having the Equity Conversation
What Equity-Focused Schools Look Like
Applying the Concepts in Your Workplace
Essential Questions
Resources
Endnote
6. Advocating for Students and Teachers
Advocacy: Adding Voice to a Cry
Advocacy for Students
The Whole Child
Supporting Parents as Advocates for Student Learning
Advocacy for Beginning Teachers
Advocacy for Teachers
Political Advocacy
Applying the Concepts in Your Workplace
Essential Questions
Resources
Endnote
7. Courageous Followers and Leaders
Spreading One's Wings: Lessons Learned While Becoming Leaders of Change and Transition
Managing Transitions: Making the Most of Change
The Courageous Follower: Standing Up To and For Our Leaders
Applying the Concepts in Your Workplace
Essential Questions
Resources
Conclusion
Appendix A: List of Contributors
References
Index

Portrait



Martin L. Krovetz is the director of the Leading for Equity and Achievement Design (LEAD) Center, a regional center of the Coalition of Essential Schools. From 1991 to 2006, he was a professor of educational leadership at San Jose State University. During this time, he developed and coordinated the Master's in Collaborative Leadership Program. From 1977 to 1991, he was a high school principal in Santa Cruz, California.

In addition to being the author of the Fostering Resillience, he is the author with Gilberto Arriaza of Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools, published by Corwin Press in 2006. He has published in numerous journals and presents at national conferences, including ASCD and the Coalition of Essential Schools.

He received his PhD in social psychology from the University of North Carolina and BA from the University of Florida.

Pressestimmen

"The text's ideas and perspectives are grounded in the research and practice of those who have experimented with and successfully experienced the context of collaborative teacher leadership. The teacher voices are authentic, their insights are provocative, and their focus on student learning is unwavering."
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