• Home
  • ABOUT
  • Knowledge Base
    • About Writing
    • Content-Area Literacy
    • Digital Learning
    • English Learners
    • Equity & Access
    • Leading Professional Learning
    • Program Design
    • Teacher as Writer
    • Teacher Inquiry
  • Blog
    • Events & Opportunities
    • NWP Radio
    • Marginal Syllabus
  • Books
  • Contact
  • NWP.org
  • Home
  • ABOUT
  • Knowledge Base
    • About Writing
    • Content-Area Literacy
    • Digital Learning
    • English Learners
    • Equity & Access
    • Leading Professional Learning
    • Program Design
    • Teacher as Writer
    • Teacher Inquiry
  • Blog
    • Events & Opportunities
    • NWP Radio
    • Marginal Syllabus
  • Books
  • Contact
  • NWP.org

How Teachers Become Leaders (the Epilogue)

86 views 0

Author: Ann Lieberman and Linda Friedrich

Summary: The epilogue to Ann Lieberman and Linda Friedrich’s excellent book on teacher leadership, How Teacher Become Leaders, highlights three overarching themes that emerged during their study: teacher leadership is reframed as advocacy for students and transparency of practice, NWP participation was foundational to teachers’ growth and identity as leaders, and bridging the research/practice divide is essential to educators’ progress as literacy leaders. This brief reading equally useful in an advanced institute to remind NWP veterans of the power of the network or as an early reading and introduction to the work of the NWP in a program for teachers new to the NWP experience.

Original Date of Publication: September 5, 2010


Excerpt

Download Epilogue from How Teachers Become Leaders

An important part of our collaboration with the teacher-leaders in our project centered on reframing a definition of leadership that reflected their core principles about students, teaching, learning, and professional development, as well as their approaches to working with others. Through the vignettes and a series of focus group conversations, together, we defined teacher leadership in a way that emphasizes a focus on students, collaboration with teachers, and a commitment to ongoing learning.

Some authors assumed, in the beginning, that leadership meant holding positional authority, working hierarchically, having all the answers, and being solely in charge. As we worked together, we learned that teacher leadership reflects several core principles that are exemplified in their work:

  • Advocating what’s right for students;
  • Opening the classroom door and going public with teaching;
  • Working “alongside” teachers and leading collaboratively;
  • Taking a stand; and
  • Learning and reflecting on practice as a teacher and leader.

During the focus group interviews that we conducted with 28 of the vignette authors at the final writing retreat, these teacher-leaders articulated what it means to be a leader and how they see themselves as leaders. For some, these were new insights, informed through writing and conversation about the vignettes; for others, this thinking extended their previous reflection on their work as leaders.


Related Resources

  • Literacy Coaches Explore Their Work Through Vignettes
  • Building the Capacity of Writing Project Site Leadership  

Original Source: National Writing Project, http://www.nwp.org/cs/public/print/resource/4360

  • Click to share on Facebook (Opens in new window)
  • Click to share on Twitter (Opens in new window)
  • Click to share on Pinterest (Opens in new window)
  • Click to share on Pocket (Opens in new window)
  • Click to print (Opens in new window)
  • Click to email this to a friend (Opens in new window)
Tags:key readingmentor/thinking partneradvocacyreflective practice
Attached Files
#
File Type
File Size
Download
1 .pdf 94.43 KB How_Teachrs_Become_Leaders_epilogue (1)

Would you recommend this resource to others?

Yes  No
ABOUT

write.learn.lead. is a collection of resources, insights, and reflections from National Writing Project teacher-leaders. You can also find us at nwp.org and Educator Innovator.

SEARCH BY TAG
agenda assessment bibliography bilingual/bicultural coaching community connected learning continuity curriculum diversity dual language elementary facilitation family grammar/correctness key reading mentor/thinking partner middle/high school multimodal narrative new teachers partnership preservice professional growth protocol publication reading/writing connection research retreat revision rural school-year program science/math social justice social studies standards study group summer program technology urban video writing center writing group writing prompt youth program
NWP Logo
NWP ON THE WEB
NWP.org
Educator Innovator
The Current
STAY CONNECTED WITH NWP
Get more great resources on teaching and writing delivered to your inbox every month by subscribing to our Write Now Newsletter.
  • © 2020 National Writing Project. All Rights Reserved. Privacy Policy | Terms of Use

loading Cancel
Post was not sent - check your email addresses!
Email check failed, please try again
Sorry, your blog cannot share posts by email.