According to National Center of Educational Statistics data, principals perceive that their influence on schoolwide issues has increased slightly (from 75% in 1987-88 to 85% in 1993-94). Teachers perceive their own influence as remaining the same and primarily confined to classrooms. Only 35% of teachers said they had considerable influence in…

Most principals believe their job includes identifying and developing future school leaders. Expectations for principals as teachers of adults are increasing. The 4MAT instructional model provides a user-friendly, research-based structure for principals to design powerful retreats and workshops aimed at increasing leadership behavior among all…

Explores how the social reconstructionist tradition in teacher education provides insights for developing teacher leaders. Describes three other historical traditions (academic, social efficiency, and developmental) guiding teacher education, identifies primary features of social reconstructionist programs, and discusses five specific domains that…

Teacher involvement in decisions may detract from teaching. This article presents three case studies (concerning a teacher-owned program, teacher involvement in selecting a new principal, and an autocratic principal's failed experiment with participation) that examine pitfalls. Sunset clauses, a good centralization/empowerment balance, and an…

From its base at National-Louis University, the Best Practice Project aims to develop teacher and parent leadership in a network of 12 elementary and secondary schools in Chicago. Focused on instruction only, the project is trying to generate genuine teacher-parent partnerships that support learning in student-centered, constructivist classrooms.…

Examines empowerment issues involved in pursuing shared administrator/teacher professionalism. Arguing that all educators have role expectations grounded in moral ideals and commitments external to their current and historic roles, substantiates the call for greater teacher autonomy and empowerment, while establishing the need for and authority of…

A study used survey data from an achieved sample of 1,818 elementary teachers and 6,490 students in a large Canadian school district to explore teacher and principal leadership influences on student engagement with school. Principal-leadership effects were weak but significant; teacher-leadership effects proved insignificant. (Contains 59…

Examines effects of corporate practice on schooling and teachers' professional development. The struggle over who owns educational knowledge has profound implications for professional identity formation. As schools are reshaped into corporations, administrators and teachers are pressured to improve their productivity and develop into enterprising…

Describes how a change to teacher leadership made a big difference for one diverse urban high school. Guiding principles included: the principal is the formal leader, but leadership is everyone's responsibility, and every professional is included in monitoring the renewal process. Staff learned that: change must address real needs,…

In this article, we describe the implementation of a teacher leader program at the University of Northern Iowa designed specifically to address the needs of a nearby urban school district (i.e., to increase their school leadership, to complement district-wide initiatives in assessing and improving instruction, and to close the minority-achievement…

For more than 10 years, the education community has watched the corporate ups and downs of Edison Schools Inc., the New York City company that has created controversy with its aim of making money from public schools. Long a target of those wary of such aims, the now privately held Edison made headlines with its four-year run as a public company,…

This qualitative study used ethnographic and historical approaches to examine teacher leadership in both an enabling and an inchoate culture. The purpose of this study was to discover what factors contributed to or inhibited the sustainability of teacher leadership. Using original documentation from earlier studies that report on eight years of a…

This article presents the seven-faceted design for districts to engage and develop aspiring school leaders. These are: (1) Growing teacher leaders: Whose job is it anyway?; (2) A resource rich in leadership opportunities: Where is there more work to be done than in a school?; (3) Beware of silos; (4) We're all in this together; (5) Staff…

Teachers, like other professionals, need to stay informed about new knowledge and technologies. Yet many express dissatisfaction with the professional development opportunities made available to them in schools and insist that the most effective development programs they have experienced have been self-initiated. "Enhancing Professional…

Meeting the requirement for highly qualified teachers as outlined in the No Child Left Behind Act has left school districts in a quandary, especially those that serve a population of students deemed "at-risk" and where attracting and retaining highly qualified teachers is difficult. One professional development program based on…