Call for Manuscripts: 2013 Focus Issue: Developing and Empowering Teacher Leaders

2012 ◽  
Vol 18 (8) ◽  
pp. 497
Keyword(s):  
School Culture ◽  
Mathematics Teacher ◽  
Teacher Leaders ◽  
Professional Community ◽  
School Community ◽  
Teacher Leader ◽  
Classroom Teachers

Authors are invited to share ideas and experiences surrounding the mathematics teacher leader—math coaches, specialists, mentors, and classroom teachers—in their professional community as well as the influence such leaders have had on the school community and school culture.

Call for Manuscripts: 2013 Focus Issue: Developing and Empowering Teacher Leaders

2012 ◽  
Vol 18 (7) ◽  
pp. 439
Keyword(s):  
School Culture ◽  
Mathematics Teacher ◽  
Teacher Leaders ◽  
Professional Community ◽  
School Community ◽  
Teacher Leader ◽  
Classroom Teachers

Authors are invited to share ideas and experiences surrounding the mathematics teacher leader—math coaches, specialists, mentors, and classroom teachers—in their professional community as well as the influence such leaders have had on the school community and school culture.

Call for Manuscripts: 2013 Focus issue: Developing and Empowering Teacher Leaders

2012 ◽  
Vol 18 (9) ◽  
pp. 579
Keyword(s):  
School Culture ◽  
Mathematics Teacher ◽  
Teacher Leaders ◽  
Professional Community ◽  
School Community ◽  
Teacher Leader ◽  
Classroom Teachers

Authors are invited to share ideas and experiences surrounding the mathematics teacher leader—math coaches, specialists, mentors, and classroom teachers–in their professional community as well as the influence such leaders have had on the school community and school culture.

By Way of Introduction

2013 ◽  
Vol 20 (3) ◽  
pp. 133-135
Author(s):  
Robinson Marlene
Keyword(s):  
Mathematics Teacher ◽  
Teacher Leaders ◽  
Teacher Leader ◽  
School Communities ◽  
Personal Experiences ◽  
The Impact

What is a teacher leader? Teaching Children Mathematics (TCM) posed this question, inviting authors to share their ideas in our 2013 Focus Issue, “Developing and Empowering Teacher Leaders.” The responses provide our readers with a rich, varied collection of personal experiences and accomplishments describing the impact that mathematics teacher leaders have on teachers, students, and school communities.

Call for Manuscripts: 2013 Focus Issue: Developing and Empowering Teacher Leaders

2011 ◽  
Vol 18 (5) ◽  
pp. 327
Keyword(s):  
School Culture ◽  
Mathematics Teacher ◽  
Teacher Leaders ◽  
School Communities

This request for manuscripts for the 2013 Focus issue of TCM asks for articles featuring the diverse roles of mathematics teacher leaders and how they impact our school communities and school culture. The deadline for manuscripts is July 31, 2012.

Call for Manuscripts: 2013 Focus Issue: Developing and Empowering Teacher Leaders

2012 ◽  
Vol 18 (6) ◽  
pp. 391
Keyword(s):  
School Culture ◽  
Mathematics Teacher ◽  
Teacher Leaders ◽  
School Communities

This request for manuscripts for the 2013 Focus issue of TCM asks for articles featuring the diverse roles of mathematics teacher leaders and how they impact our school communities and school culture. The deadline for manuscripts is July 31, 2012.

Service Beyond the Classroom: Teachers and School Community Relationships

2004 ◽  
Vol 25 (1) ◽  
pp. 92-102
Author(s):  
Merylann J. Schuttloffel ◽  
Joan Thompson ◽  
Sarah Pickert
Keyword(s):  
School Community ◽  
Classroom Teachers ◽  
Community Relationships

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

scholarly journals Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions

2018 ◽  
Vol 1 (3) ◽  
pp. 44-63
Author(s):  
Sylvia Bagley ◽  
Kimmie Tang
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Teacher Leaders ◽  
Phenomenological Study ◽  
Special Education Teacher ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Roles And Responsibilities ◽  
Diverse Field

Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.

Cultivating Teacher Leadership in Rural School Districts

2021 ◽  
pp. 83-108
Author(s):  
Beth Kania-Gosche ◽  
Suzanne Hull
Keyword(s):  
School Districts ◽  
Working Conditions ◽  
Rural Schools ◽  
Teacher Leaders ◽  
Rural School ◽  
Community Context ◽  
National Standards ◽  
Rural Setting ◽  
Teacher Leader ◽  
Rural School Districts

This chapter addresses the uniqueness of rural schools and the importance of teacher leaders in those settings. The teacher leader model will be different in a smaller school, although this context is less studied. Because teacher leaders have experience in the community context, they can guide others. Rural schools often have more difficulty recruiting and retaining teachers; while location cannot be changed, working conditions can. Supportive mentors can help rural school districts retain new teachers; however, teacher leaders are often not formally recognized. Less than half of states have a teacher leader licensure, and even fewer have standards in this area. Although national standards exist, little research has focused on how these and other professional development strategies can be effectively implemented in the rural setting.

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