Great to Influential: Teacher Leaders' Roles in Supporting Instruction

Autor/inn/en	Jacques, Catherine; Weber, Gretchen; Bosso, David; Olson, Derek; Bassett, Katherine
Institution	Center on Great Teachers and Leaders at American Institutes for Research
Titel	Great to Influential: Teacher Leaders' Roles in Supporting Instruction
Quelle	(2016), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Leadership; Leadership Role; Instructional Improvement; Teacher Characteristics; Barriers; Performance Factors; Teacher Collaboration; Theory Practice Relationship; Instructional Effectiveness; Risk; Reflection; Leadership Training; Leadership Styles; Capacity Building; School Support; Educational Administration; Educational Practices; Elementary Secondary Education; Postsecondary Education; Focus Groups + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Unterrichtsqualität; Leistungsindikator; Lehrerkooperation; Theorie-Praxis-Beziehung; Unterrichtserfolg; Risiko; Führungslehre; Führungsstil; Schulförderverein; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungspraxis; Post-secondary education; Tertiäre Bildung
Abstract	This report is the second in a series from a collaboration of nine leading organizations working to advance teaching and elevate the profession. For years, education leaders have sought to pinpoint how teachers become effective in order to better leverage teachers' impact on student learning and improve student outcomes. Teacher leadership is receiving increased attention as a potential lever for improved instruction, recruitment and retention of effective teachers, and student outcomes. A growing body of research on teacher leadership models and its potential impact on the field suggests that teacher leaders may play a critical role in creating high-functioning schools that can create sustainable improvements in teaching and learning. This report offers insights from teacher leaders themselves on this topic, exploring the specific ways in which teacher leaders can contribute to instructional improvement. This report includes three main sections: (1) the characteristics of teacher leaders; (2) the roles teacher leaders take in improving teacher practice; and (3) the supports and barriers to teacher leadership. The report concludes with specific policy recommendations for supporting teacher leadership in state and local contexts. Contains an appendix. [Originally proposed by the National Network of State Teachers of the Year (NNSTOY) and led by NNSTOY and the Center on Great Teachers and Leaders (GTL Center) at American Institutes for Research, the study involves the following partner organizations, many of which contributed to this second report by assisting in the development of the focus group protocol, analysis of preliminary findings, and review of the report: American Association of Colleges of Teacher Education (AACTE), American Federation of Teachers (AFT), Council for the Accreditation of Educator Preparation (CAEP), Council of Chief State School Officers (CCSSO), GTL Center, National Board for Professional Teaching Standards (NBPTS), National Council on Teacher Quality (NCTQ), National Education Association (NEA), and NNSTOY. For the first report in the series, "From Good to Great: Exemplary Teachers Share Perspectives on Increasing Teacher Effectiveness across the Career Continuum," see ED555657.] (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01