Today's teachers work in an environment that requires them to meet a multitude of expectations from students, parents, principals, and the community. With the spotlight increasingly on school performance, there is a need for educational leaders to build an authentic learning climate. The fully engaged teacher leader is central to this climate.…

This study examined the short- and long-term effects of the Samford Summer Institute for Teacher Excellence (SSITE 2000), which created a climate for teacher leadership and for educators to connect with leadership resources. It investigated how two teachers and their principal networked with other school leaders, learned from successful leadership…

This article describes the stages of a formative evaluation process for a professional development project. It was designed to support teachers in urban schools as they implement student-centered practices. The four stages of the evaluation that can serve as a road map for this type of collaboration are: (1) the program vision and anticipated…

This report presents information from a study of teachers of the year regarding their personal experiences with teacher leadership. It highlights: reasons to promote leadership (e.g., teachers have the most expertise and knowledge of how to improve education for students and can form a critical mass with their peers for positive or negative change…

This book approaches the subject of leadership among science and mathematics teachers during times of educational reform from the perspective of local decision making, personal action, and respect of peers. The view of leadership presented in this book elevates the profession rather than the status of individuals, and the view is supported by…

Examines the micropolitics within Delaware's RE:Learning project schools. Describes four teacher factions (the enthusiastic vanguard, cautious observers, sleepy cynics, and outspoken opponents) that typically emerged, persisted, and sniped at each other. Explores each faction's traits, sketches factions' interactions within steering committees,…

Teachers have not figured prominently in school restructuring, but exercise important pedagogical leadership through shaping, enacting, and living their schools' vision and culture. An Australian school's experience illustrates how teachers can create "radical spaces" for debate whereby the "entitlement to speak" against…

In Boston schools, change coaches and content coaches are offering principals and teachers the kind of professional development that research deems most effective: ongoing, in school, high-quality, and focused on instruction and teacher cooperation. To succeed, coaches must be (unrecognized) leaders who unobtrusively foster teacher leadership.…

Until teachers and administrators work together in shared partnerships involving the significant facets of education (curriculum, instruction, leadership, and governance), the profession will be driven by external interests and constituencies. In this special issue, teacher and administrator educators begin a conversation about merging preparation…

Schools today represent students from diverse racial, linguistic, and other cultural backgrounds. Teacher-preparation institutions have the responsibility of providing prospective teachers with the skills necessary to meet the intellectual, social, and personal needs of these diverse learners. This article examines the rationale for a…

Different circumstances led institutions to increase their reliance on corporate practices. In searching for ways to curb the influence of corporate practices on higher education, it seems reasonable to look toward the faculty. Faculty, especially those who are tenured or on the tenure track, are regarded as "officers" of their institutions and…

Background: Data were collected in Singapore as part of a ten-country international study that focuses on cross-cultural comparison of principal attitudes towards teacher involvement. Aim: This paper presents secondary school principals' perceptions with regard to teachers' responsibility-taking in the context of school change in Singapore.…

Purpose: Aims to explore the role of Principals in producing outstanding education outcomes in Years 7 to 10 in New South Wales (Australia) government schools. Design/methodology/approach: Sites where "outstanding" educational outcomes were believed to be occurring were selected using a variety of data including performance in…

Kerry and Murdoch (1993), analysing the essential characteristics of leaders and school principals, raised two key questions: (1) What kind of leadership will schools require to help them face the next ten years?; and (2) How equipped are managers in school to provide that leadership? Traditionally, aspiring school principals emerge from the…

This article draws on the experiences of a range of Australian schools engaging with a teacher-centred process of whole-school renewal known as IDEAS (Innovative Designs for Enhancing Achievement in Schools). IDEAS enhances the professional capacity of teachers to improve school outcomes such as student learning, relationships with the community,…