Redefining Teachers, Reculturing Schools: Connections, Commitments and Challenges

Miller, Lynne M.

doi:10.1007/1-4020-4453-4_12

Cited by 5 publications

(3 citation statements)

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“…It is well established that reforming schools requires both restructuring and reculturing (Fullan, 1999;Hargreaves, 1994;Sarason, 1996), during which the role of the principal is reshaped (Carlin, 1992;Murphy & Louis, 1999) and teacher leaders are developed (Miller, 1998). Principals need to craft school cultures that help set the foundation for change (Deal & Peterson, 1998), and the role of the principal as an active and ongoing supporter of reform is critical to the success of a school-wide change effort (Muncey & McQuillan, 1996).…”

Section: Principals and School Reformmentioning

confidence: 98%

Managing and Guiding School Reform: Leadership in Success for All Schools

Datnow¹,

Castellano²

2001

Educational Administration Quarterly

103

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This article addresses issues of leadership in school reform with respect to the roles of the principal and the reform facilitator, a teacher who works full-time to support reform activities. The Success for All reform model is used as a case in point because it, like many other reforms, views leadership as critical to reform success. Using qualitative data gathered in six Success for All schools, this article focuses on how principal leadership shaped and was shaped by the reform and on the successes and challenges faced by Success for All facilitators in occupying a position of teacher leadership. This article discusses the roles and relationships, tensions and ambiguities, and power dynamics that evolved among principals, facilitators, and teachers in the implementation of the reform. The findings of this study illuminate the challenges in reconnecting teaching and administration and reveal the importance of changing structures and cultures in this move.

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Section: Principals and School Reformmentioning

confidence: 98%

Managing and Guiding School Reform: Leadership in Success for All Schools

Datnow¹,

Castellano²

2001

Educational Administration Quarterly

103

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“…Andererseits besteht die Argumentation darin, Managerialismus an den Schulen und die Notwendigkeit der Rechenschaftslegung gegenüber der Verwaltung, aber insbesondere auch gegenüber involvierten Dritten wie Eltern und SteuerzahlerInnen zum Kern eines erneuerten Berufsverständnisses zu erheben, welches letztlich allen Beteiligten zu Gute komme. Professionalisierung der LehrerInnenarbeit wird in diesem Sinne verstanden als redefinition und reculturing, in der Individualisierung, Lehrorientierung und Verwaltung als zentrale Prinzipien zugunsten von professioneller Gemeinschaft, Lernorientierung, Verantwortlichkeit und Führung ausgetauscht werden (Miller 2005). Vonseiten der initiierenden Regierungen wird diese Professionalisierung als einziger Weg zur notwendigen Modernisierung stilisiert.…”

Section: Bildungsarbeit Im Umbruch: Leistungspoliti-ken Der Re-profes...unclassified

Legitimität

Dammayr¹,

Graß²,

Rothmüller

2015

Sozialtheorie

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Ob Finanz-, Pflege- oder Bildungskrise - aktuelle Krisen bergen das Potenzial, die Legitimität von Herrschaft zu verändern. Die Stabilität von Legitimationsmustern ist gesellschaftlich, politisch und wissenschaftlich umkämpft und historisch jeweils neu zu reflektieren: Werden Formen der Legitimation etwa von Demokratie, Leistung, sozialen Ungleichheiten und Wahrheits- oder Herrschaftsansprüchen brüchig? Entstehen in Krisendiskursen neue Deutungshorizonte oder gewinnen bislang als selbstverständlich akzeptierte Rechtfertigungsmuster an neuer Überzeugungskraft? Die Beiträge des Bandes untersuchen die Herausbildung und den Verlauf von Bruchlinien der Rechtfertigung in so unterschiedlichen Bereichen wie Politik, Wirtschaft und Arbeit, Bildung, Wissenschaft und Medien.

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“…They must possess leadership skills because it is fundamental to enhance teachers' instructional quality inside and outside the classroom. Furthermore, they are not only adept educators but also "strong teachers," demonstrating highly refined and effective teaching methodologies, and capable of taking on leadership roles among their peers (Miller, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Life Stories of Teacher Leaders: A Qualitative Content Analysis

Reccion

2023

STE

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The teacher leader creates a path through which the students achieve their valued outcomes (high education performance). The qualitative content analysis was used in the investigation. The application of correct inference and interpretation in qualitative content analysis allows for the raw data into manageable themes. 10 participants were recruited in the study. Each interview conducted in their own office in the school. Semi-structured interviews were done based on the general questions asked with the key informants. This set of interview guides were evaluated twice by two experts in qualitative research. All interviews were recorded and then transcribed by the researcher. Seven themes emerged in this study: questing for quality education through continuous involvement in curriculum development, nurturing an empowering and inspiring school climate, leveraging partnerships, networks and linkages with the various stakeholders, exemplifying good leadership skills, amplifying open and clear communication, developing systematic process of classroom observation and setting attainable standards outcomes and expectations for students and teachers. This study revealed the actions of teacher leaders working at Quirino National High School about teacher leadership skills and their best practices. The seven themes show that teacher leaders are highly motivated to enhance student achievement. Stakeholders in education should place significant emphasis on promoting classroom teacher leadership. Thus, education administrators should design effective strategies to ensure that the current crop of teachers understands the importance and role of teacher leaders. By reflecting on these practices, teachers will be inspired to become teacher leaders in their own field.

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Redefining Teachers, Reculturing Schools: Connections, Commitments and Challenges

Cited by 5 publications

References 0 publications

Managing and Guiding School Reform: Leadership in Success for All Schools

Managing and Guiding School Reform: Leadership in Success for All Schools

Legitimität

The Life Stories of Teacher Leaders: A Qualitative Content Analysis

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