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Teacher Leadership and Collegial Relationships

Teacher Leadership and Collegial Relationships

ISBN13: 9781799856498|ISBN10: 1799856496|EISBN13: 9781799856511
DOI: 10.4018/978-1-7998-5649-8.ch005
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MLA

Jenice L. View, et al. "Teacher Leadership and Collegial Relationships." Antiracist Professional Development for In-Service Teachers: Emerging Research and Opportunities, IGI Global, 2020, pp.114-136. https://doi.org/10.4018/978-1-7998-5649-8.ch005

APA

J. View, E. DeMulder, S. Stribling, & L. Dallman (2020). Teacher Leadership and Collegial Relationships. IGI Global. https://doi.org/10.4018/978-1-7998-5649-8.ch005

Chicago

Jenice L. View, et al. "Teacher Leadership and Collegial Relationships." In Antiracist Professional Development for In-Service Teachers: Emerging Research and Opportunities. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-5649-8.ch005

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Abstract

The authors assert that P-12 classroom teachers are and should be leaders in the teaching and learning of children. The strongest teacher leadership is shaped by co-constructed knowledge and collaborative practices. The change that is required to help classroom teachers be better advocates for antiracist education can come from the leadership of teachers themselves, with the support of administrators and professional development designers. The authors examined teacher reflections on a variety of teacher leadership experiences and efforts to engage in equity-based initiatives at the school or district level to create antiracist policies and practices. The examination included an anonymous survey of school- or district-based equity initiatives, and how the goals are defined, what teachers perceive to be the impact (on students, teacher colleagues, their school, their district), and whether and how teachers are taking leadership in the initiatives.

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