Call to Teacher Leadership

Zepeda, Sally J.; Mayers, R. Stewart; Benson, Brad

doi:10.4324/9781315852690

Cited by 10 publications

(6 citation statements)

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“…In the literature, there is much evidence about the effect of principal leadership (Leithwood & Louis, 2011;Leithwood et al, 2004;Marzano et al, 2005) and teacher leadership on the success of students and schools (Harris & Muijs, 2003;Reeves, 2008;Wenner & Campbell, 2017;York-Barr & Duke, 2004;Zepeda et al, 2013). However, these theories and models of principal leadership and teacher leadership are developed on separate and distinct tracks, with studies tending to focus on one and ignoring the other.…”

Section: The Role Of Integrated School Leadershipmentioning

confidence: 99%

The theory of bifurcated educational system and its implications for school improvement

Shen

2020

International Journal of Leadership in Education

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Educational reforms fail again and again. One reason for the failure is that educational reform stops just outside the classroom door. During the last 25 years, the dominant educational reform initiatives in the US have operated under the misguided conventional wisdom that the educational system is loosely coupled. With this model in mind, decades of educational reform efforts have focused on tightening the system. Based on empirical results we argue that the educational system is neither loosely or tightly coupled, but bifurcated in that (to borrow a metaphor from geoscience) it is comprised of two tectonic plates. The first plate consists of the state, district and school levels, and the second is the classroom, with a fault line between them. The theory of bifurcated system not only explains why past educational changes have stopped at the classroom door, but also raises the key question of how to bridge the fault line. We propose two principles for school improvement in the bifurcated context. The first principle is to integrate principal and teacher leadership, effectively bridging the fault line in both directions. The second principle is the school renewal process, helping transform the classroom practice by emphasizing implementation integrity rather than fidelity.

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Section: The Role Of Integrated School Leadershipmentioning

confidence: 99%

The theory of bifurcated educational system and its implications for school improvement

Shen

2020

International Journal of Leadership in Education

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“…Still others would serve as mentors helping with the induction of beginning teachers. These teacher leadership roles aligned well with the recommendations from scholars (Barth, 2001;Katzenmeyer & Moller, 2001;Zepeda, Mayers, & Benson, 2003).…”

Section: Roles Identified By the District For The New Teacher Leadersmentioning

confidence: 59%

The Partnership in Teacher Excellence Program: A District-University Collaboration to Create Teacher Leaders

Bond

Goodwin

Summers

2013

JCT

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This article describes the conditions for establishing an advanced master's degree program that focuses on teacher leadership. The creation of the model is examined from the perspective of nine administrators from Eanes Independent School District in Austin, Texas, and Texas State University -San Marcos. These administrators collaborated to design the Partnership in Teacher Excellence Program (PTEP), with the purpose of developing teacher leaders who would become experts in their subject areas, deliver high-quality classroom instruction to their K-12 students, provide ongoing professional development to their colleagues in the district, and serve in a variety of teacher leadership roles. Emerging from anecdotal evidence are positive results that confirm the administrators' efforts to develop PTEP.

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“…More important, the current debates within principal preparation literature suggest that most principals assume positions of organizational managers and administrators (McInerney, 2003), policy bureaucrats (Patterson & Marshall, 2001), new school executives (Maxcy, 1991), and technocrats who swell the educational middle-management (Apple, 1998). Instead, teachers need to reclaim their professional capacity and assert their professional judgment in their work (Coulter & Wiens, 2002;Zepeda, Mayers, & Benson, 2003). This is an urgent matter in an era of accountability that treats teachers as subservient policy implementers rather than active policy leaders.…”

Section: Teachers' Knowledge and Leadershipmentioning

confidence: 94%