Teacher Leadership: The Master Teacher Model  

Oleh:

Mayo, Karen Embry

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Management in Education vol. 16 no. 3 (2002), page 29-33.
Fulltext: 29.pdf (53.79KB)

Isi artikel

The concept of teacher leadership is not new to the concerns of administrators and public officials involved in school reform. The idea of teachers serving in leadership capacities is deeply embedded in the movement for educational reform and has been well-represented in the literature on school improvement during the past decade (Fullan, 1993; Hinchley, 1997; O’Hair & O’Dell, 1995). In efforts to raise the quality of instruction and subsequently enhance learning, numerous studies attest to the need for shared decision-making, teacher voice, and teacher representation in curriculum design (Darling-Hammond & Goodwin, 1993; O’Hair & Odell, 1995; Lambert, 1998; Schantz & Prier, 1996). A survey of the literature reveals two prominent themes central to the success of redesigning a new role of teacher leader defining teachers as leaders. One of these ideas is that school change and improvement cannot successfully occur without teacher leaders. The second idea is that teacher leadership is essential for raising the level of professionalism within the teaching profession itself.

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