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Kathleen Pitts was hired as an elementary principal with the intent of diversifying the educator ranks in a town with growing racial, economic, and cultural diversity. Upon starting her new position, Kathleen faced resistance from the staff and community. In addition, she received little support from her administrator colleagues as she forged ahead with implementing new curriculum. This case explores the critical intersection between building capacity for entering a school community, supporting new administrators, and fostering responsive and inclusive environments for staff and students. Discussion questions and activities provide a platform for exploring the complex nature of both school and district leadership, especially in contexts experiencing change.
The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school’s leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs.
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