Q&A Collections: Teacher Leadership
During the summer and early fall, I will be sharing thematic posts bringing together responses on similar topics from the past eight years. You can see all those collections from the first seven years here.
Here are the ones I've posted so far:
Today's theme is on Teacher Leadership. You can see the list following this excerpt from one of them:
Megan M. Allen, David Allen, John DeFlaminis, Mustafa Abdul-Jabbar, and Eric Yoak, along with readers, share their suggestions for ways teacher leaders can respond when new administrators are not thrilled with their role or presence.
Laura Robb, Kylene Beers, Susan Chenelle, ReLeah Cossett, Christopher Lehman, Matt Townsley, Anthony Cody, and Patty O'Grady contribute their ideas on teacher leadership. I've also included comments from readers.
Regie Routman, Aubrie Rojee, Megan M. Allen, Shane Safir, Sean Slade, and Barnett Berry share their thoughts on what teacher leadership looks like....
This post includes contributions from Randi Weingarten, Jody Spiro, Susan Ochshorn, and Meghan Everette discussing how teachers can effectively engage in educational policy decisions. I've also included comments left by readers.
Karen Baptiste, Eric C. Heins, Mary Tedrow, and David Griffith share their suggestions on how teachers can affect education policy decisions.
Today's contributors on the topic of making change in schools include Catherine Beck, Paul D'Elia, Michael Lamond, Julie Combs, Stacey Edmonson, Sandra Harris, PJ Caposey, and Kirke H. Olson. In addition, you can see quite a few comments from readers.
Educators Sally Zepeda, Bill Sterrett, Pete Hall, and Opal Davis Dawson share their thoughts on how teachers can encourage—and "embrace"—change.
I share my thoughts here, as do Renee Moore and Kelly Young.
I interview Barnett Berry about the book Teacherpreneurs: Innovative Teachers Who Lead but Don't Leave (Jossey-Bass 2013) authored by Barnett and Center for Teaching Quality colleagues Ann Byrd and Alan Wieder. In it, they document the leadership journeys of eight classroom educators (several who are regular contributors to this blog) who are spreading their expertise beyond their schools, districts, and states—and even nationally and internationally.
This is Part One in a series responding to the question: "How can teachers best relate to superintendents—and vice versa?"
This post provides responses from a teacher's perspective, with contributions from Randi Weingarten, president of the American Federation of Teachers; Dean Vogel, president of the California Teachers Association ; and Barnett Berry of the Center for Teaching Quality.