Teacher Leadership in Systemic Reform: Opportunities for Graduate Education Programs

Autor/inn/en	Spies, Tracy; Pollard-Durodola, Sharolyn; Bengochea, Alain; Falomir, Gloria Carcoba; Xu, Yunying
Titel	Teacher Leadership in Systemic Reform: Opportunities for Graduate Education Programs
Quelle	In: CATESOL Journal, 32 (2021) 1, S.172-187 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Teacher Leadership; Educational Change; Graduate Students; Theory Practice Relationship; English Language Learners; Faculty Development; Educational Practices; Instructional Effectiveness; Program Descriptions; Urban Areas; Rural Areas; Educational Improvement; Reflection; Teacher Attitudes; Coaching (Performance); Institutes (Training Programs); Professional Autonomy; Elementary Secondary Education; Nevada + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Bildungsreform; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Theorie-Praxis-Beziehung; Bildungspraxis; Unterrichtserfolg; Urban area; Stadtregion; Rural area; Ländlicher Raum; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Sommerakademie; Berufsfreiheit
Abstract	Nevada has recently taken considerable steps to reform English learner (EL) education across the state with teacher development as a primary focus. Educational reform agendas necessitate that teachers not only rethink their practices but teach in novel ways. It has been argued that teacher development through graduate education and other professional development (PD) avenues are ineffective in shifting instructional practices, highlighting a theory-to-practice gap. Further, it has been postulated that without teachers' participation and leadership in reform, such efforts will fail. This article details a graduate PD model designed specifically to prepare teachers as teacher leaders and address the theory-to-practice gap. Our university enhanced our graduate educator preparation program in English Language Learning (ELL) to build statewide collaborative cohorts of urban and rural teacher leaders prepared to implement and facilitate educational improvements for ELs within their varied educational contexts. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01