Developing Teacher Leaders Using a Distributed Leadership Model: Five Signature Features of a School–University Partnership
Teacher Leadership in Professional Development Schools
ISBN: 978-1-78743-404-2, eISBN: 978-1-78743-403-5
Publication date: 6 April 2018
Abstract
This chapter describes the development of a teacher leader preparation program that emerged from a partnership between a university and a local high-needs district. Using a sociocultural approach, researchers conducted a needs assessment for teachers in the district. Drawing on this data and extant literature, researchers designed a program aimed at increasing opportunities for distributed leadership. The Beginning Teacher Project is built around five signature features, including targeted professional development, ongoing dialog, turnkey training, instructional decision-making, and community engagement. The chapter traces the development of the program and describes the signature features in detail.
Keywords
Acknowledgements
Acknowledgment
The Beginning Teacher Project (2015-2018) was a Building Teacher Leadership Grant fully funded by Improving Teacher Quality Partnerships (ITQP) Title II, Part A, Subpart 3, of the No Child Left Behind Act of 2001 (NCLB), P.L 107-110 (CFDA 84.367B).
Citation
Morettini, B.W., Luet, K.M., Vernon-Dotson, L.J., Nagib, N. and Krishnamurthy, S. (2018), "Developing Teacher Leaders Using a Distributed Leadership Model: Five Signature Features of a School–University Partnership", Hunzicker, J. (Ed.) Teacher Leadership in Professional Development Schools, Emerald Publishing Limited, Leeds, pp. 217-223. https://doi.org/10.1108/978-1-78743-403-520181017
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited