Citation

Becoming a Teacher Leader: A Study of Leadership Development in Three High Schools

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Abstract:

Adults acquire knowledge through transformational processes that include prior learning experiences both inside and outside their professional practice. Drawing from literature about adult learning and distributed leadership as well as using a framework for organizational learning processes, this study sought to examine how teacher leaders learned to increase organizational learning in three high schools. Data was collected from semi-structured interviews with teacher leaders, principals, and other administrators in three high schools. The findings support research showing that teacher leaders experience role socialization via targeted mentoring and reciprocal sharing that leads to knowledge acquisition for capacity building and school improvement. Additionally, cognitive coaching and sense making helped the teacher leaders develop skills and dispositions that improved their daily practices and positively impacted the school environment.
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p673934_index.html
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MLA Citation:

Huggins, Kristin. and Klar, Hans. "Becoming a Teacher Leader: A Study of Leadership Development in Three High Schools" Paper presented at the annual meeting of the UCEA Annual Convention, Hyatt Regency, Indianapolis, IN, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p673934_index.html>

APA Citation:

Huggins, K. S. and Klar, H. W. "Becoming a Teacher Leader: A Study of Leadership Development in Three High Schools" Paper presented at the annual meeting of the UCEA Annual Convention, Hyatt Regency, Indianapolis, IN <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p673934_index.html

Publication Type: Symposium Paper
Abstract: Adults acquire knowledge through transformational processes that include prior learning experiences both inside and outside their professional practice. Drawing from literature about adult learning and distributed leadership as well as using a framework for organizational learning processes, this study sought to examine how teacher leaders learned to increase organizational learning in three high schools. Data was collected from semi-structured interviews with teacher leaders, principals, and other administrators in three high schools. The findings support research showing that teacher leaders experience role socialization via targeted mentoring and reciprocal sharing that leads to knowledge acquisition for capacity building and school improvement. Additionally, cognitive coaching and sense making helped the teacher leaders develop skills and dispositions that improved their daily practices and positively impacted the school environment.


Similar Titles:
Encouraging Passionate Teachers to Become Passionate Teacher Leaders: Reflections on the Development and Implementation of a University Course on Teacher Leadership

Culturally Responsive Leadership in a Diverse School: A Case Study of a High School Leader.

Transforming Language Instruction for Social Justice: A Study of Four High School English Teachers’ Development of Critical Language Pedagogy for African American Students


 
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