Connecting Teacher Leadership and School Improvement by Joseph F. Murphy

By Joseph F. Murphy

Increase pupil studying by means of constructing instructor leaders! 

this can be the 1st e-book to synthesize theoretical, empirical, and practice-based literature with a purpose to supply a finished examine what's identified approximately instructor management and what works to help it. the 1st a part of the ebook explores the center thoughts of instructor management, whereas the second one half exhibits readers tips on how to identify the context of their university or district to domesticate and aid instructor leaders. a necessary software for college development, this quantity covers such very important themes as: 

  • The principal’s severe function in aiding instructor leadership
  • Cultivating instructor management via expert development
  • Overcoming organizational obstacles that prevent instructor leadership
  • How instructor management will help increase college development efforts

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Sample text

Servant leadership will differ from more traditional views of leadership in a number of other ways as well. “Such concepts as purposing, working to build a shared covenant” (Sergiovanni, 1989, p, 33), and establishing meaning—rather than directing, controlling, and supervising—are at the core of this type of leadership: “empowering leadership is based on dialogue and cooperative, democratic leadership principles” (Bolin, 1989, p. 86). Enabling leadership also has a softer, less heroic hue (J. T.

We added to our foundation-building work by carefully parsing the concept of teacher leadership into prime elements. We described a three-tiered model of teacher leadership and explained that the focus in this book is primarily on activity at the school level. , leadership beyond the classroom) has only recently been afforded serious consideration. We divulged how the idea of teacher leadership has evolved over time and how it re-entered the school improvement narrative in the late 1980s as an element of sweeping school reform movements such as teacher professionalism and school-based management.

31–32). qxd 1/4/2005 10:38 AM Page 29 Forces Supporting Teacher Leadership 29 Concomitantly, there is a growing belief that “the times are ripe for widening the lens in search of a model of school leadership that is both more productive for schools and more sustainable for those who aspire to lead” (Donaldson, 2001, p. 5), that “rethinking leadership in schools is a crucial first step in moving toward shared, ongoing, and sustainable school improvement” (Copland, 2003, p. 4). There is an acknowledgment that “increasing professionalism, redistributing authority, and increasing collegial interaction redefine school leadership” (Keedy, 1999, p.

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