There is a rich history of researchers developing curricular materials aimed at enhancing student learning in American classrooms. Though many of these innovations have been successful on a small scale, institutionalizing them so they become part of a district's instructional culture has been a challenge. As large districts try to scale up and…

Teacher Leaders for Mathematics Success (TL=MS) is a five-year project designed to build the capacity of Bronx teachers and schools in supporting continued improvement in mathematics education for all students in a standards-based environment. The project, implemented by the Institute for Literacy Studies at Lehman College and funded by the…

Examines the micropolitics within Delaware's RE:Learning project schools. Describes four teacher factions (the enthusiastic vanguard, cautious observers, sleepy cynics, and outspoken opponents) that typically emerged, persisted, and sniped at each other. Explores each faction's traits, sketches factions' interactions within steering committees,…

Teachers have not figured prominently in school restructuring, but exercise important pedagogical leadership through shaping, enacting, and living their schools' vision and culture. An Australian school's experience illustrates how teachers can create "radical spaces" for debate whereby the "entitlement to speak" against…

Until teachers and administrators work together in shared partnerships involving the significant facets of education (curriculum, instruction, leadership, and governance), the profession will be driven by external interests and constituencies. In this special issue, teacher and administrator educators begin a conversation about merging preparation…

Purpose: Aims to explore the role of Principals in producing outstanding education outcomes in Years 7 to 10 in New South Wales (Australia) government schools. Design/methodology/approach: Sites where "outstanding" educational outcomes were believed to be occurring were selected using a variety of data including performance in…

Kerry and Murdoch (1993), analysing the essential characteristics of leaders and school principals, raised two key questions: (1) What kind of leadership will schools require to help them face the next ten years?; and (2) How equipped are managers in school to provide that leadership? Traditionally, aspiring school principals emerge from the…

This article draws on the experiences of a range of Australian schools engaging with a teacher-centred process of whole-school renewal known as IDEAS (Innovative Designs for Enhancing Achievement in Schools). IDEAS enhances the professional capacity of teachers to improve school outcomes such as student learning, relationships with the community,…

Beginning in September, 2001 when the Portland Public Schools received funding from the National Science Foundation (NSF) through the Urban Systemic Program (USP) initiative, the district focused, accelerated and strengthened its efforts to improve mathematics and science education K-12. Since its inception the authors at Inverness Research…

Transformational change means changing teachers' and principals' conceptions of schools and classrooms. This is cultural work that counteracts a 200-year-old cultural system of economic and social privilege. Educators must discover how to create transformational, culture-building leaders in schools. Schools should regard ethnicity, cultural…

Today's students need countless opportunities to turn information into knowledge that helps them understand themselves, others, and the world. Emergent teacher leadership will help students practice democracy. Principals must partner with teachers to create time for staff to converse, learn together, and convert schools to learning centers. (MLH)

The director of the Chicago Academy for School Leadership addresses the kind of leadership that would have kept her, a former English teacher, from failing a struggling African-American student 30 years ago. A culture of collegial support, mentoring/coaching, results-driven professional development, and instructional leadership would have helped.…

A curriculum for teacher leadership is most potent at the inservice or professional development level. Good principal preparation programs can also be good teacher leadership programs if they capitalize on experience and adult learning principles. The University of Washington's Danforth educational leadership program has programmatic commonplaces…

This book attempts to take a whole school view of approaches to making learning central, so that staffing and structures, external links and resources, are all dealt with in examining ways in which learning schools can evolve. The belief is that unless every aspect of a school's life is put under scrutiny, an emphasis on learning will remain an…

As qualified teachers are central to children receiving a high-quality preschool education, many policy initiatives aimed at improving program quality are thwarted when insufficient attention is paid to the professional development of the workforce. One response to this issue has been to create teacher leadership roles so that teachers mentor…