LEADER 05893oam 2200793I 450 001 9910814089003321 005 20240401191436.0 010 $a1-138-16499-2 010 $a1-315-85269-1 010 $a1-317-91945-9 010 $a1-317-91946-7 024 7 $a10.4324/9781315852690 035 $a(CKB)2550000001125670 035 $a(EBL)1422381 035 $a(OCoLC)861538424 035 $a(SSID)ssj0000999920 035 $a(PQKBManifestationID)12472680 035 $a(PQKBTitleCode)TC0000999920 035 $a(PQKBWorkID)10942789 035 $a(PQKB)10537529 035 $a(OCoLC)861536650 035 $a(MiAaPQ)EBC1422381 035 $a(Au-PeEL)EBL1422381 035 $a(CaPaEBR)ebr10769154 035 $a(CaONFJC)MIL526310 035 $a(OCoLC)958100089 035 $a(EXLCZ)992550000001125670 100 $a20180706h20132003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe call to teacher leadership /$fSally J. Zepeda, R. Stewart Mayers, Brad N. Benson 205 $a1st ed. 210 1$aLondon ;$aNew York :$cRoutledge,$d2003, 2013. 215 $a1 online resource (167 p.) 225 1 $aAn eye on education book 300 $aFirst published 2003 by Eye On Education. 311 $a1-930556-50-0 311 $a1-299-95059-0 320 $aIncludes bibliographical references and indexes. 327 $aCover; Title Page; Copyright Page; Table of Contents; About the Authors; Case Study Contributors; Acknowledgments; Introduction; 1 Answering the Call to Teacher Leadership; Introducing Teacher Leadership; The "Why" of Teacher Leadership; The Need for Teacher Leaders; Why Become a Teacher Leader?; The "When" of Teacher Leadership; Taking A.I.M. at Teacher Leadership; Acumen; Interest; Motivation; Responsibility to the Call to Teacher Leadership; The "How" of Teacher Leadership; Creating Opportunities for Leadership; Reference Groups, Action Streams, and Teacher Leadership 327 $aTeacher Leadership, Empowerment, and VoiceThe Formal and Informal Authority of Teacher Leaders; New Work, New Responsibilities for Teacher Leaders; Chapter Summary; References; 2 The Thorny Issues of Teacher Leadership; Introducing Difficulties of Being a Teacher Leader; Lines of Authority: Are Teacher Leaders Powerless Leaders?; Reward Power; Coercive Power; Legitimate Power; Expert Power; Referent Power; Informational Power; Connection Power; The "Magic" of Power; Isolation; Teacher Leaders as Trust-Builders; Maintaining Open Communication; Finding Time for Team Building 327 $aInducting New MembersIsolation and Burnout; Teacher Leaders and the Nature of Isolation; Role Conflict and Role Ambiguity; Time; Relationships with Colleagues; Managing Competing Site/District Demands; Resolving Conflicts; Differentiation of Function among Parts of the Educational Organization; Power Struggles between Persons and Subsystems; Role Conflicts; Differences in Interpersonal Style among Educators; Stress Imposed on the Educational Organization by External Forces; Teacher Leaders and Higher-Level Decision Making: Inclusion or Intrusion? 327 $aTeacher Leaders and Higher-Level Decision MakingThe Inclusion of Teacher Leaders in Higher-Level Decision Making; Intrusion into Higher-Level Decision Making: Working with Principals; Chapter Summary; References; 3 Teacher Leadership in the Elementary School; Introducing Teacher Leadership at the Elementary Level; Partnerships with Parents; Curriculum Alignment and Vertical Teaming; Curriculum Analysis; Curriculum Alignment; Vertical Teaming; The Work of Grade Level Leaders; Coordinating the Work of Teachers across Grade Levels; Monitoring Vertical Alignment of the Curriculum 327 $aMaintaining Consistent Classroom Discipline PoliciesA Case Study from the Field: DeQueen Primary School, DeQueen, Arkansas; Grade Level Leaders at DeQueen Primary School; Smart Start Facilitators; Cadre Persons and the Direct Instruction Coordinator; The Work of a Teacher Facilitator; The Unique Relationship between a Teacher Facilitator and the Principal; A Case Study from the Field: Teacher Leadership at Gunter Elementary School, Gunter, Texas; A Vision of Teacher Leadership; Teacher Leadership at Gunter Elementary; The Teacher Facilitator at Gunter Elementary School 327 $aThe Teacher Facilitator as an Instructional Leader 330 $aThe Call to Teacher Leadership demonstrates the many ways teachers can be leaders without having to opt out of the classroom full-time. It examines formal leadership positions - instructional coordinators, lead teachers, department chairs, etc. - as well as informal leadership roles - nurturing colleagues, supporting the instructional program, participating in decision making, etc. With practical examples and case studies, this book provides details about how teachers have participated in the leadership of their schools and districts. Examples come from elementary, middle, and high schools acr 410 0$aEye on education book. 606 $aTeachers$xProfessional relationships$zUnited States 606 $aTeachers$xIn-service training$zUnited States 606 $aEducational leadership$zUnited States 606 $aTeacher participation in administration$zUnited States 615 0$aTeachers$xProfessional relationships 615 0$aTeachers$xIn-service training 615 0$aEducational leadership 615 0$aTeacher participation in administration 676 $a371.1/06 676 $a371.106 700 $aZepeda$b Sally J.$f1956-,$0854681 701 $aBenson$b Brad N$01696033 701 $aMayers$b R. Stewart$f1959-$01633667 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910814089003321 996 $aThe call to teacher leadership$94075688 997 $aUNINA