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Lead With Me: A Principal's Guide to Teacher Leadership
Info and Rating
Sections
« prev | next »- Ushering in a New View of Leading and Learning
- Shifting Scope of Principal Responsibilities
- Principle #1: Leadership Through Relationships
- Principle #3: Leadership for Professional Learning
- Intentional Leadership Is Required
- Summary
- Investigating the Vision, the Roles, and the Reasons
- Markham Middle School
- What Is Teacher Leadership?
- Who Emerges as Teacher Leaders?
- Competent and Credible
- Approachable
- What Are Teacher Leader Roles?
- Informal Teacher Leader Roles
- Formal Teacher Leader Roles
- Why Is Teacher Leadership Essential?
- Individual Teachers and Their Teaching
- The School
- The Principal’s Role
- Resources
- Developing a Culture of Continuous Improvement
- A History of Change
- Themes Common to the Change Process
- Three Predictable Stages
- Individual Reactions
- Adult Growth and Development
- Teaching Career
- Personal Issues
- Philosophy of Teaching and Learning
- Preparing Others
- Administrative Teams
- The Central Office
- Parents and the Community
- Teachers’ Organizations
- Tools
- Building Positive Relationships
- Self-Study: Potential for Increasing Human and Social Capital
- Gathering Information
- Analysis of the Information Gathered
- Intentionally Build Positive Relationships
- Building Teacher-with-Teacher Relationships
- Building Principal-with-Teacher Relationships
- Conflict Is Inevitable
- Dealing with Conflict
- Sample Areas of Information to Collect
- Distributing Power and Authority
- Reasons to Distribute Power and Authority
- Self-Study: Beliefs About Distributed Power and Authority
- Examining Beliefs About Distributing Power and Authority
- Acting to Distribute Power and Authority
- Develop Shared Vision for Student Learning
- Collaborate in Decision Making
- Structures to Facilitate the Distribution of Power and Authority
- Resources for Writing a Personal Vision Statement
- Aligning Teacher Leadership with Professional Learning
- Thinking Differently About Professional Learning
- Self-Study: Experiences with Professional Learning
- Step 1: Recall and Respond—Dreadful Experience
- Step 2: Recall and Respond—Fantastic Experience
- Step 3: Compare
- Structures for Professional Learning
- Individual Professional Learning
- Small Group/Team/Partner Professional Learning
- Whole-Faculty Focus
- Professional Learning Design
- Collective Learning
- Component 1: Time and Space
- Component 2: Start Early
- Component 3: Provide Guidelines
- Component 4: Accountability
- A Comprehensive Professional Leading and Learning Model
- Phase 1: Gap Analysis
- Phase 2: Vision Development
- Phase 3: Readiness
- Phase 4: Evaluation Process
- Phase 5: Learning and Leading
- Reluctant Teacher Learners
- Disillusioned Teachers
- Teacher Individuality
- Teachers of Concern
- Creating a Context of Support for Teacher Leaders
- Tensions Between Principals and Teacher Leaders
- Teacher Leader Functions
- Ubiquitous Teacher Leadership
- Recognized Teacher Leader Functions
- Principal Support of Instructional Teacher Leaders
- n Maintain focus on instructional leadership
- Maintain Focus on Instructional Leadership
- Give Access to Human and Fiscal Resources
- Protect the Teacher Leader’s Relationships with Peers
- Collaboratively Build and Monitor an Action Plan
- Assistin Maintaining Balance to Avoid Overload
- Be Available
- Teacher Leadership Skills
- Teacher Leader Skills for Decision Making
- Teacher Leader Skills to Lead Professional Learning
- Sustaining Teacher Leading and Learning
- Markham Middle School Revisited
- Evolution of Teacher Leadership and Learning at MMS
- Building Relationships
- Distributing Power and Authority
- References
- Index
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