From Preservice to Teacher Leadership: Meeting the Future in Educator Preparation

Holland, John M.; Eckert, Jon; Allen, Megan M.

doi:10.1080/01626620.2014.977738

Cited by 14 publications

(14 citation statements)

References 36 publications

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“…Traditionally, preservice teacher preparation has aligned with professional standards that focus on evidence‐based and theory‐driven instructional practices (Wickstrom, Patterson, & Zeek, ; Young & Draper, ). However, as schools strive to meet accountability measures, the role of the classroom teacher continues to evolve (Ado, ; Holland, Eckert, & Allen, ) and requires all teaching professionals to be “literacy leaders within their own classrooms and schools” (Turner, Applegate, & Applegate, , p. 254).…”

Section: Preparing Preservice Teachers As Literacy Leadersmentioning

confidence: 99%

Are We Preparing Teachers for Literacy Leadership?

Sharp¹,

Piper²,

Raymond³

2018

The Reading Teacher

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All teachers must be literacy leaders in their classrooms and schools. Recent concerns surrounding teacher quality and literacy teacher preparation prompted the current inquiry, which examined the diverse ways in which literacy teacher educators cultivate literacy leadership among preservice teachers. The authors used a one‐shot qualitative research design and applied understandings related to distributed leadership and teacher leadership as theoretical lenses. Sixty‐five respondents participated in the current inquiry, and data were analyzed using a three‐level classification diversity analysis. Three themes emerged during data analysis: Two addressed specific preparation techniques for literacy leadership that occurred in university contexts and community and professional contexts, and the third drew attention to the inadequacy of preparation efforts with literacy leadership. A discussion of findings for each theme is provided, as well as implications and recommendations for literacy teacher educators and teacher preparation program administrators.

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Section: Preparing Preservice Teachers As Literacy Leadersmentioning

confidence: 99%

Are We Preparing Teachers for Literacy Leadership?

Sharp¹,

Piper²,

Raymond³

2018

The Reading Teacher

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“…Teacher preparation and teacher roles are changing since many people outside the field have the ability to make decisions regarding teacher preparation and K-12 students' educational resources (Holland, Eckert, & Allen, 2014). The irony found between teacher quality rhetoric and the actual policy of lawmakers is readily illustrated in how barriers for traditional programs or college-based teacher preparation programs have increased, while at the same time barriers for alternative teacher preparation programs have decreased (Levine, 2010).…”

Section: Teacher Preparation In Americamentioning

confidence: 99%

“…For teaching to move to a full professional status, research-based practices, both qualitative and quantitative, must dominate it (Bissonnette & Caprino, 2014). Research-based decision making continues to be the critical missing element in the teaching profession and teacher preparation curricula (Holland, Eckert, & Allen, 2014). Teachers using research, reflecting and observing while also contributing to the general knowledge regarding teaching and learning instruction, elevate the status of teaching as a profession.…”

Section: Professionalizing the Teaching Professionmentioning

confidence: 99%

Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Pre-Service Teachers/Researchers

Gentry¹,

Baker²,

Lamb³

et al. 2016

AIJ

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“…These aspiring teacher leaders appreciated the presenters' in-depth knowledge and first-hand accounts of advocacy. Previous scholars have argued that exposure to experienced teacher leaders and their bold ideas is critical to the development of new teacher leaders (Holland, Eckert, & Allen, 2014). Experienced teacher leaders can provide side-by-side mentoring and help the aspirants to identify ways they can lead (Shillingstad, McGlamery, Davis, & Allen, 2015).…”

Section: Affirming Previous Researchmentioning

confidence: 99%

“…Working at separate institutions, Holland, Eckert, and Allen (2014) asked their preservice teachers to read articles about teacher leadership and then interact via video conferencing with teacher leaders across the country. The researchers found that the virtual interactions were just as successful as in-person interactions, the preservice teachers were well-informed on the realities of schools, and the ties between teacher educators and practitioners were strengthened.…”

Section: Teacher Leadership and Teacher Preparationmentioning

confidence: 99%

Preservice Teacher Leaders Learn to Advocate Legislatively Through Professional Organizations

Bond¹

2016

JCT

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Teachers often do not interact with legislators when educational policy is being developed. As a way to facilitate more interaction between the two groups, scholars are calling for teacher leaders to step forward and participate in legislative advocacy. The invitation is not limited to in-service teacher leaders. Preservice teacher leaders can participate in policymaking if they are taught about legislative advocacy during their preparation programs. This qualitative case study describes what happened when three preservice teacher leaders learned how to advocate for the education profession by attending three workshops hosted by a student professional organization. The data show that the preservice teachers began the experience with a desire to have a voice in developing policy. Through the workshops they learned about the legislative process, ways to advocate through writing and in person, and the role of legislative aides. The findings indicate that student professional organizations are a viable way for teacher preparation programs to help aspiring teacher leaders learn about legislative advocacy and make their voices known to policymakers.

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From Preservice to Teacher Leadership: Meeting the Future in Educator Preparation

Cited by 14 publications

References 36 publications

Are We Preparing Teachers for Literacy Leadership?

Are We Preparing Teachers for Literacy Leadership?

Professionalization of Teaching in America: Two Case Studies Using Educational Research Experiences to Explore the Perceptions of Pre-Service Teachers/Researchers

Preservice Teacher Leaders Learn to Advocate Legislatively Through Professional Organizations

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