Sample Chapter For Schools Where Teachers Lead - What Successful Leaders Do

Schools Where
Teachers Lead
What Successful Leaders Do
John S. Bell, Tony Thacker, &

Franklin P. Schargel
Reproduced with permission from Bell, Thacker & Schargel, Schools Where Teachers Lead: What Successful Leaders Do.
Copyright 2011 Eye On Education, Inc. Larchmont, NY. All rights reserved. www.eyeoneducation.com
EYE ON EDUCATION
6 DEPOT WAY WEST, SUITE 106
LARCHMONT, NY 10538
(914) 833–0551
(914) 833–0761 fax
www.eyeoneducation.com
A sincere effort has been made to supply the identity of those who have
created specific strategies. Any omissions have been unintentional.
Copyright © 2011 Eye On Education, Inc. All Rights Reserved.
For information about permission to reproduce selections from this

book, write: Eye On Education, Permissions Dept., Suite 106, 6 Depot
Way West, Larchmont, NY 10538.
Library of Congress Cataloging-in-Publication Data
Bell, John S., 1949-

Schools where teachers lead : what successful leaders do / John S. Bell,
Tony Thacker & Franklin P. Schargel.
p. cm.
ISBN 978-1-59667-173-7
1. Teacher participation in administration—United States. 2. Teach-
ers—Professional relationships—United States. 3. Educational leader-
ship—United States. 4. School improvement programs—United States. I.
Thacker, Tony, 1959- II. Schargel, Franklin P. III. Title.
LB2806.45.B45 2011
371.1’06—dc22
2010047929
10 9 8 7 6 5 4 3 2 1
Also Available from EYE ON EDUCATION
Creating School Cultures that Embrace
Learning: What Successful Leaders Do
Tony Thacker, John S. Bell, and Franklin P. Schargel
From At Risk to Academic Excellence: What Successful Leaders Do
Franklin P. Schargel, Tony Thacker, and John S. Bell
Lead With Me: A Principal’s Guide to Teacher Leadership
Gayle Moller and Anita Pankake
The Call to Teacher Leadership
Sally J. Zepeda, R. Stewart Mayers, and Brad N. Benson
162 Keys to School Success: Be the Best, Hire the
Best, Train, Inspire, and Retain the Best
Professional Learning Communities: An
Implementation Guide and Toolkit
Kathleen A. Foord and Jean M. Haar
Motivating and Inspiring Teachers, 2nd Edition: The
Educational Leader’s Guide for Building Staff Morale
Todd Whitaker, Beth Whitaker, and Dale Lumpa
Classroom Walkthroughs to Improve Teaching and Learning
Donald Kachur, Judith A. Stout, and Claudia L. Edwards
Principal as Instructional Leader, 2nd Edition:
A Handbook for Supervisors
Sally J. Zepeda
The Instructional Leader’s Guide to Informal
Classroom Observations, 2nd Edition
Sally J. Zepeda
Help Teachers Engage Students: Action Tools for Administrators
Annette Brinkman, Gary Forlini, and Ellen Williams
Helping Students Graduate: A Strategic
Approach to Dropout Prevention
Jay Smink and Franklin P. Schargel
152 Ways to Keep Students in School: Effective,
Easy to Implement Tips for Teachers
Meet the Authors
John Bell is coordinator of the Office of Leadership and Evaluation at the
Alabama Department of Education. He is also the administrator of the Gov-
ernor’s Congress on School Leadership. He was a school administrator for
13 years, having served as a middle school principal, high school principal,
and headmaster. He taught English, theatre and speech, debate, and research
for 15 years.
John has served as a group leader at the Harvard University Graduate
School of Education Principals’ Center for eight years. He recently traveled
to Brussels, Belgium, as guest of the European Union and Vanderbilt Uni-
versity’s Max Kade Center for European and German Studies as part of a
European–American exchange on education policy and development. John
also serves on the committee of the National Board of Professional Teach-
ing Standards that is responsible for writing the standards that will guide
National Board Certification for principals. John is coauthor of two other
books published by Eye On Education: From At Risk to Academic Excellence,
What Successful Leaders Do, and Creating School Cultures That Embrace Learn-
ing: What Successful Leaders Do.
Tony Thacker is an education administrator with the Alabama Depart-
ment of Education. He is currently the coordinator of the Governor’s Com-
mission on Quality Teaching. Prior to his current position, he was a member
of the Alabama Leadership Academy, the leadership training arm of the Ala-
bama Department of Education.
Tony is a former science teacher, principal, at-risk coordinator, Title IV
coordinator, and national trainer for the University of Alabama’s Integrated
Science program, and has been a middle school Teacher of the Year. He is a
consultant for the Southern Regional Education Board and in that capacity
has presented nationally on a range of subjects, including “Leading School
Change,” “Data-Driven School Improvement,” “Organizing Resources to
Optimize Achievement,” and “Driving School Improvement by Revitalizing
the School Mission, Vision, and Goals.”
Franklin Schargel is a native of Brooklyn, New York, who now resides in
Albuquerque NM. He is a graduate of the University of the City of New York.
Franklin holds two masters degrees: one in secondary education, from City
University and a degree from Pace University in school administration and
supervision. His career spans thirty-three years of classroom teaching and
counseling, and eight years of supervision and administration as a school
administrator. In addition, Franklin taught a course in Dowling College’s
MBA Program.
i v
Franklin has served on the Guidelines Development Committee for the
Malcolm Baldridge National Quality Award in Education and for two years
was an examiner for the Baldridge Award. In addition, he served as a judge
for the Secretary of the Air Force Quality Award and a judge for the USA
Today/RIT Quality Cup. He is the immediate past chair of the American So-
ciety of Quality’s Education Division. Franklin was recently honored by the
National Dropout Prevention Center’s Crystal Star Award for “demonstrat-
ing clear evidence of success in dropout recovery, intervention, and preven-
tion.”
As senior managing associate of his training firm, School Success Net-
work, Franklin has presented countless workshops for educational, commu-
nity, and business groups throughout the United States, Europe, Canada, and
Latin America. His workshops are for teachers, administrators, counselors,
support personnel, students, parents, business leaders, policy makers, and
anyone else interested in building globally competitive schools. The work-
shops cover a wide variety of topics, including addressing the at-risk school
populations and dropout prevention, educational leadership, empowerment
of staff, interactive learning, organizational change, parental involvement,
problem solving, and career and technical education.
He is the author of eight well-received books as well as more than 100 ar-
ticles, published in the leading educational journals and business magazines.
Franklin is a regular contributor to SEEN Magazine.
Franklin’s success in dramatically enhancing the learning process in
his inner-city school, expanding parental involvement, increasing postsec-
ondary school attendance and significantly lowering the students’ dropout
rate, has been well documented in twenty-five books, fifty-five newspaper
and magazine articles, and five internationally released videos (including a
Public Broadcasting Service special.) The United States Department of Edu-
cation, Fortune Magazine, BusinessWeek, and the New York Times have recog-
nized his work.
Franklin Schargel was the 2005 winner of the National Dropout Preven-
tion Center’s Crystal Star Award for having a significant impact in Dropout
Recovery, Intervention, and Prevention.
i vi
Acknowledgment of
Contributing Schools
The authors would like to thank the administration, faculty, and staff of
the following schools for the important contributions they made to this book.
Their input and support was invaluable.
♦ Albuquerque Charter Vocational High School, Albuquerque, NM

♦ Albert Turner Sr. Elementary School, Marion, AL
♦ Alice Birney Middle School, Charleston, SC
♦ Ankeny Community Schools, Ankeny, IA
♦ Asbury High School, Albertville, AL
♦ Athens Elementary School, Athens AL
♦ Big Brother Big Sister of the Capitol, Harrisburg, PA
♦ Bluff City Elementary School, Eufaula, AL
♦ Boone Grove High School, Valparaiso, IN
♦ Buckhorn High School, New Market, AL
♦ Buehrle Alternative School, Lancaster, PA
♦ Calcedeaver Elementary School, Mount Vernon, AL
♦ Chester Dewey School #14, Rochester, NY
♦ Childersburg Elementary School, Childersburg, AL
♦ Cloverdale Elementary School, Dothan, AL
♦ Councill Elementary School, Birmingham, AL
♦ Dutton School, Dutton, AL
♦ Farmington Municipal Schools, Farmington, NM
♦ Florala City Middle School, Florala, AL
♦ Foley Intermediate School, Foley, AL
♦ Fruithurst Elementary School, Fruithurst, AL
♦ Geneseo Elementary School, Geneseo, NY
i ix
♦ George Hall Elementary School, Mobile, AL
♦ Griggs Elementary School, Mobile, AL
♦ Haines Middle School, St. Charles, IL
♦ Heard Elementary School, Dothan, AL
♦ Highland Avenue Elementary School, Montgomery, AL
♦ High School for Public Service, Brooklyn, NY
♦ Huxford Elementary School, Huxford, AL
♦ J.E. Turner Elementary School, Wilmer, AL
♦ Jones Chapel Elementary School, Cullman, AL
♦ Laburnum Elementary School, Richmond, VA
♦ Lincoln High School, McClellanville, SC
♦ Lowell Elementary, Mesa, AZ
♦ McClellanville Middle School, McClellanville, SC
♦ McDavid-Jones Elementary School, Citronelle, AL
♦ Midland City Elementary School, Midland City, AL
♦ Miller Magnet Middle School, Macon, GA
♦ Mooroopna Park Primary School, Victoria Australia
♦ Moultrie Middle School, Mount Pleasant, SC
♦ New Directions Alternative Program, Prince William County, VA
♦ New Philadelphia City Schools, New Philadelphia, OH
♦ Northside Alternative Middle School, San Antonio, TX
♦ Oak Mountain Intermediate School, Birmingham, AL
♦ Peter F. Alba Elementary School, Bayou La Batre, AL
♦ R. B. Stall High School, Charleston, SC
♦ Saint Elmo Elementary School, Irvington, AL
♦ Saltillo Elementary School, Saltillo, MS
♦ School for Integrated Academics & Technologies, Albuquerque, NM
♦ School for Integrated Academics & Technologies, Los Angeles, CA
♦ Southwest Secondary Learning Center, Albuquerque, NM
♦ St. Gabriel’s Catholic School, Austin, TX
i x
♦ The Academy of Creative Education, San Antonio, TX
♦ Townley Junior High School, Townley, AL
♦ Union Alternative School, Tulsa, OK
♦ Vinita Public School’s Attucks Alternative Academy, Vinita, OK
♦ W. C. Griggs Elementary School, Mobile, AL
♦ W. S. Harlan Elementary School, Lockhart, AL
♦ Walnut Park Elementary School, Gadsden, AL
♦ Wando High School, Mount Pleasant, SC
♦ West Jasper Elementary School, Jasper, AL
♦ Western Heights Elementary School, Eufaula, AL
♦ Westview Elementary School, Phenix, AL
♦ Whittier School, Downers Grove, IL
i xi
Contents
Meet the Authors ................................................................................................. v

Acknowledgments ............................................................................................. vii
Acknowledgment of Contributing Schools ................................................. ix
Introduction ......................................................................................................... xv
A Final Note Before We Begin....................................................................xvii
1 Shared Leadership/Teacher Leadership—What’s The Hurry? ...........1

The Urgency ..................................................................................................... 5
Chapter Summary ........................................................................................... 8
2 The Foundation: Instructional Leadership .............................................9

Instructional Leadership Is the Foundation on Which
Teacher Leadership Is Supported ......................................................... 15
Determining the Instructional Leader’s Propensity for
Shared Leadership .................................................................................. 18
Chapter Summary ......................................................................................... 19
3 Developing Shared Leadership .............................................................. 23

Shared Leadership: A Definition ................................................................. 25
The Principal and Principles of Shared Leadership ................................. 26
Shared Leadership Often Evolves Out of Problem Solving .................... 29
Building Trust in Others ............................................................................... 34
Building Relationships.................................................................................. 34
Building Capacity in Others ........................................................................ 35
Chapter Summary ......................................................................................... 38
4 Leadership: Does Anyone Ask The Teachers? ....................................41

Survey Responses .......................................................................................... 45
Agreement on a Definition of Shared Leadership .................................... 45
Disparity Between Definition and Practice................................................ 46
Most Teacher Leadership Is Assumed and Contingent ........................... 47
Agreement That Teacher Leaders Should Know
Adult Learning Theory .......................................................................... 48
Leadership and Teacher Perceptions .......................................................... 49
Chapter Summary ......................................................................................... 53
i xiii
5 Teacher Leaders .......................................................................................... 55
Teacher Leader Definitions .......................................................................... 59
All Teachers as Teacher–Leaders ................................................................. 61
The Teacher–Leader, a Formal Role ............................................................ 62
The Formal/Organic Combination ............................................................. 63
Common Traits Necessary for Successful Teacher Leadership............... 65
Teachers as Transformational Leaders........................................................ 68
Chapter Summary ......................................................................................... 71
6 Sharing the Leadership with Teachers—Can You Get There?.........73

Shared Leadership—Changing the Prevalent Paradigm......................... 75
Diamond of Participatory Decision Making.............................................. 79
The Paradigm Shift ........................................................................................ 81
The Need for Administrative Support ....................................................... 82
Creating a Teacher Leadership Model ........................................................ 89
Preparing Teacher–Leaders in University Preparation Programs .......... 92
University Teacher–Leader Preparation Programs: The Need ............... 92
University Teacher–Leader Preparation Programs: The Focus .............. 94
Chapter Summary ......................................................................................... 97
7 Eleven Tenets of Shared Leadership .................................................... 99

Eleven Tenets for Shared Leadership ....................................................... 101
Conclusion ........................................................................................................ 111

References ........................................................................................................ 115
xiv i Schools Where Teachers Lead: What Successful Leaders Do
Introduction
:K\DUH\RXZULWLQJDERXWLQVWUXFWLRQDOOHDGHUVKLSVKDUHGOHDG
HUVKLS DQG WHDFKHU OHDGHUV" 'RHVQ¶W HYHU\ERG\ JHW DOO RI WKDW
DOUHDG\"
i xv
A colleague asked us recently why we were writing about instruction-
al leadership, about shared leadership, and about how teachers fit into the
equation: “Why are you guys writing about those things? Everyone in edu-
cation knows about all of that by this time.”
Well, our answer is simple: Although many educators know the termi-
nology and many may understand the concepts, there remains little imple-
mentation. The turnover in school leadership will be at the greatest level in
history as baby boomers retire over the next ten years. The veterans who are
instructional leaders and who share their leadership with teachers will be
leaving and taking those skills with them. Equally sobering, thousands more
will stay who have not grasped the importance of instructional leadership
and who don’t know how to begin sharing important leadership tasks in
meaningful ways with teachers. While we struggle with getting leadership
right, students continue to fail and teachers continue to leave the profession.
To test the idea that we in education have not mastered sharing leader-
ship, let us ask a question. In the school system with which you have some
connection, do professionals meet to discuss the needs of students within
feeder patterns? In other words, do elementary faculty members meet with
the middle school faculty to whom they are sending students? Do middle
school faculty members meet with high school faculty members to whom
they will be sending students? If they meet, is there a formal protocol for
sharing concerns, strengths, and weaknesses of students with the intent of
building a continual pattern of support for students across grade levels? If
you answered these questions “no,” perhaps instructional leadership is not
as engrained as it should be. Shared leadership obviously is not.
We are particularly grateful to those who have contributed to this book.
The notion of a professional learning community is not a new one, yet Amer-
ican education continues in most places to resemble schools as they emerged
from World War II, with a few people leading and everyone else firmly en-
trenched in their personal classroom. There are changes—we are more data-
driven, more concerned about all children’s learning, and certainly aware
of the many challenges the information age brings to education. However,
we have limited progress in creating communities in which learning and
leadership are shared to the benefit of all who bring to the table their skills,
knowledge, and desire to learn. This book is about coming to that table and
the conversations that need to happen around it.
A Final Note Before We Begin

Throughout this book we provide sections titled Lead Now and Do Now.
These sections contain real-world, on-the-job ideas for leaders to develop
shared leadership and teacher leadership in their schools. The sections are
not in the order of importance or in sequential order. Leaders should em-
Introduction i xvii
brace the Lead Now and Do Now sections as they resonate with them and fit
in the development of leadership skills. Keep in mind as you read that the
development of a real learning community is dependent upon leadership
that shares and teachers who lead.
xviii i Schools Where Teachers Lead: What Successful Leaders Do
1
Shared Leadership/
Teacher Leadership—
What’s The Hurry?
7KHVLJQLILFDQWSUREOHPVZHIDFHFDQQRWEHVROYHGE\
WKHVDPHOHYHORIWKLQNLQJWKDWFUHDWHGWKHP
² $OEHUW(LQVWHLQ
i 1
A Structure to Support Student Learning
6WXGHQW/HDUQLQJ
7HDFKHU/HDGHUVKLS
6KDUHG/HDGHUVKLS
,QVWUXFWLRQDO/HDGHUVKLS
Student learning increases when responsible professionals build struc-

tures that support the continual improvement of leading and teaching prac-
tices. The foundation of this structure must be instructional leadership. An
instructional leader is one who understands the complexities of ensuring
that all administrative aspects of school leadership are accomplished, while
supporting effective teaching that leads to student learning as job number
one. Instructional leaders also understand that these complexities require
sharing leadership with all professionals. Teacher leadership then becomes
of capital importance to the structure and must be developed to support stu-
dent learning.
As we wrote this book, one coauthor had an interesting, but scary experi-
ence. As he has done for years, he scheduled his complete annual physical
near his birthday. Better to put the body up on the rack once per year for a
checkup than to wait and find that a complete overhaul is needed. So, off to
his general practitioner he went. Like every other year, our colleague had
his blood drawn, temperature taken, stepped on the scales, and took the cup
Shared Leadership/Teacher Leadership—What’s The Hurry? i 3
into the little room and delivered its contents to the dutifully waiting nurse.
He waited in the examining room for the doctor to listen to his chest, thump
his knees, and do all of the other things a complete physical requires. Like
other years, he expected the doctor to make small talk, read the chart over his
glasses, and say, “Well, everything looks fine, I will see you next year unless
you need me before. Be sure to get your flu shot.” Instead, the doctor read
the chart and rubbed his chin. “I am concerned about these numbers and
want you to see a specialist.” He said. Our colleague reeled a little and asked
the doctor to repeat what he had said and to explain further. He had never
been referred to a specialist but was glad that his primary physician knew
when a different set of skills and knowledge was needed and that there was
someone to whom he could be sent who had those skills and knowledge. He
thought how important it was that the doctor said, “I will be sending your
chart over this afternoon and will have a conversation with the specialist.”
Our colleague took comfort in the knowledge that the professionals would
be conferring and that they would jointly plan for his care. As it turned out,
our coauthor is just fine, but his story made us think of the importance of a
professional community in which people with different levels of knowledge
and skills communicate, plan, and care for those who are their responsibility.
What an important image as we think about principals, teachers, par-
ents and other adults working together to form a professional community of
learners with and for students.
/HDGHUVKLS LV VHFRQG RQO\ WR FODVVURRP LQVWUXFWLRQ

DPRQJ DOO VFKRRO UHODWHG IDFWRUV WKDW FRQWULEXWH WR
ZKDWVWXGHQWVOHDUQDWVFKRRO
² :DOODFH)RXQGDWLRQ
+RZ/HDGHUVKLS,QIOXHQFHV
6WXGHQW/HDUQLQJ
Medicine has understood for years that one doctor must confer with an-
other for the benefit of the patient. To do otherwise is madness. In fact, a
large issue in the debate over medical reform in America is the establishment
of electronic means to transfer medical records quickly from one doctor to
another. Education has finally discovered the use of data to understand what
and when students are learning. Why is it then that so few of us understand
that we must share the data, in some context, with those who will continue
to work with students once the students move to the next grade or school?
The notion of sharing leadership is bigger than the walls of the school build-
ing. But it must start at that level before scaling it to include the full system
of support for our students.
4 i Schools Where Teachers Lead: What Successful Leaders Do
Lead Now
♦ Lobby for Feeder Pattern Instructional Meetings: Instructional lead-
ers learn to lobby for what is not only best for students in their
school, but what is best for all students in a school district. Lead
a lobbying effort with the superintendent and the school board
to create opportunities for educators in feeder patterns to meet,
share data, and plan together. It makes no sense for a teacher
to spend the first semester trying to understand how a student
learns when a colleague who had the student previously can
help ensure that guessing is replaced with professional knowl-
edge.
Do Now
♦ Discuss feeder pattern needs with other leaders in the district.
Build consensus around the importance of sharing learning data
about students across feeder patterns.
♦ Make an appointment with district leaders to create awareness.
♦ Once district leadership is onboard, begin designing a plan with
all stakeholders for feeder pattern data sharing.
♦ With colleagues build consensus for the plan.
The Urgency
Education is one of the only professions that often wastes the collective
knowledge of it professionals. The knowledge of an effective teacher is the
most powerful transformational force for a struggling or developing col-
league. The following data are just some of the reasons that we must stop
wasting this valuable resource and begin to share the wisdom of teachers to
help us lead schools in which all students learn.
America faces a severe school dropout problem and we are not talking
about students this time. Far more teachers than students, by percentage,
drop out of school. According to a variety of sources, 46% of teachers leave
the field—drop out—within 5 years. A conservative national estimate of the
cost of replacing public school teachers who have dropped out of the profes-
sion is $2.2 billion a year. If the cost of replacing public school teachers who
transfer schools is added in, the total reaches $9 billion every year (Alliance
for Excellent Education Issue Brief. [August 2005]. Teacher Attrition: A Costly
Shared Leadership/Teacher Leadership—What’s The Hurry? i 5
Loss to the Nation and the States. Washington, DC: Author). For individual
states, cost estimates range from $8.5 million in North Dakota to half a billion
dollars in Texas. In the next decade, according to the United States Depart-
ment of Education, the American Federation of Teachers and the National
Education Association, U.S. schools will need approximately 2 million new
teachers.
7KH NQRZOHGJH RI DQ HIIHFWLYH WHDFKHU LV WKH PRVW

SRZHUIXO WUDQVIRUPDWLRQDO IRUFH IRU D VWUXJJOLQJ RU
GHYHORSLQJFROOHDJXH
The large number of teachers who will be retiring are taking with them
their knowledge and expertise, which will exacerbate the situation. It is not
just the loss of warm bodies that concerns us. It is the difficulty of building an
experienced base of teaching and learning techniques that the new, inexperi-
enced, and often weakly trained staff will take time to develop. Some states,
already faced with the problem are issuing emergency licenses, thus possibly
weakening, not strengthening the teaching pool for their schools. Some ad-
ministrators have had to hire teachers with little or no classroom experience,
causing classroom management problems not just for those newly hired but
for the classrooms and teachers nearby. Teachers are the most essential com-
ponent in the learning process. Far too many school districts are facing an
uphill battle when it comes to recruiting and retaining highly effective teach-
ers, especially those who serve poor students. In fact, students in poor and
minority schools are twice as likely to have an inexperienced teacher and are
61 percent more likely to be assigned an uncertified teacher.
Teaching can be a frustrating and lonely job if practiced individually and
with little support from effective leadership. Unlike the idealized pictures of
students with empty heads sitting patiently, with their hands folded, waiting
for knowledge to be poured in, today’s students come to class bringing with
them enormous challenges. They come to school with various abilities, needs
and capabilities. For some, parents have made efforts to prepare them for
learning. For others, parents have done little and have not taken the time or
the energy to train their children in some of the fundamentals such as read-
ing, studying, learning the alphabet and how to spell their names. School
leaders need to understand these challenges and create school cultures that
allow teachers to reach every child. That may mean that teachers need to
take chances that may not always succeed. In dealing with people, not every
experiment succeeds, regardless of how well intentioned or researched. Doc-
tors, like teachers, do not have 100 percent success.
6 i Schools Where Teachers Lead: What Successful Leaders Do

Sample Chapter For Schools Where Teachers Lead - What Successful Leaders Do

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sample Chapter For Schools Where Teachers Lead - What Successful Leaders Do

Uploaded by

Copyright:

Available Formats

Schools Where

John S. Bell, Tony Thacker, &

Copyright © 2011 Eye On Education, Inc. All Rights Reserved.

For information about permission to reproduce selections from this

Library of Congress Cataloging-in-Publication Data

Bell, John S., 1949-

♦ Albuquerque Charter Vocational High School, Albuquerque, NM

Meet the Authors ................................................................................................. v

1 Shared Leadership/Teacher Leadership—What’s The Hurry? ...........1

2 The Foundation: Instructional Leadership .............................................9

3 Developing Shared Leadership .............................................................. 23

4 Leadership: Does Anyone Ask The Teachers? ....................................41

6 Sharing the Leadership with Teachers—Can You Get There?.........73

7 Eleven Tenets of Shared Leadership .................................................... 99

Conclusion ........................................................................................................ 111

xiv i Schools Where Teachers Lead: What Successful Leaders Do

A Final Note Before We Begin

xviii i Schools Where Teachers Lead: What Successful Leaders Do

Student learning increases when responsible professionals build struc-

Shared Leadership/Teacher Leadership—What’s The Hurry? i 3

/HDGHUVKLS LV VHFRQG RQO\ WR FODVVURRP LQVWUXFWLRQ

4 i Schools Where Teachers Lead: What Successful Leaders Do

Shared Leadership/Teacher Leadership—What’s The Hurry? i 5

7KH NQRZOHGJH RI DQ HIIHFWLYH WHDFKHU LV WKH PRVW

6 i Schools Where Teachers Lead: What Successful Leaders Do

You might also like