Changing leadership: Teachers lead the way for schools that learn

Monica Taylor; Jennifer Goeke; Emily Klein; Cynthia Onore; Kristi Geist

doi:10.1016/j.tate.2011.03.003

Changing leadership: Teachers lead the way for schools that learn

Monica Taylor, Jennifer Goeke, Emily Klein, Cynthia Onore, Kristi Geist

Teaching and Learning

Montclair State University

Research output: Contribution to journal › Article › peer-review

40 Scopus citations

Abstract

This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers' beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants' work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures.

Original language	English
Pages (from-to)	920-929
Number of pages	10
Journal	Teaching and Teacher Education
Volume	27
Issue number	5
DOIs	https://doi.org/10.1016/j.tate.2011.03.003
State	Published - 2011

ASJC Scopus subject areas

Education

Keywords

Teacher inquiry
Teacher leadership

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10.1016/j.tate.2011.03.003

Cite this

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AB - This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers' beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants' work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures.

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Changing leadership: Teachers lead the way for schools that learn

Abstract

ASJC Scopus subject areas

Keywords

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