Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning
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Boyd, V., & McGree, K. M. (1995). Leading change from the classroom: Teachers as leaders. Issues . . . about Change, 4 (4). Austin, TX: Southwest Educational Development Laboratory.
As schools begin to restructure, teachers are becoming leaders of change. Teacher leaders do not subscribe to hierarchical definitions of leadership, but rather prefer the view of leadership as a collaborative effort. Teachers who become leaders often experience personal gains, intellectual and professional growth, and decreased isolation. There are problems associated with leadership roles, however, including lack of definition of the role, lack of time, and constraints of the school culture. This case study describes the efforts of teacher leaders in one school district to implement change, focusing on one teacher's story of her experience as a teacher leader. Necessary to the success of new teacher roles and responsibilities are vision, structure, time, and skills.
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