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How do teachers and school leaders learn to improve their professional practice and make meaningful change in their schools?
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The infinite potential that teachers possess for sharing their knowledge and wisdom with other stake-holders in education’s decision-making circles—or even for becoming part of these circles—thus remains largely unexploited.
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Motivations of teachersQuality of the classroom teaching
(Fullan, 2001; Segiovanni, 1999).
Leadership matters
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Teacher leadership has quickly become widely recognised as a critical factor in meeting nationally-mandated educational policies.(McCay et al, 2001)
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“Their base of influence must be professional expertise and moral imperative rather than line authority. They must learn to lead by empowering rather than by controlling others.” (Murphy, 2005
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ALSO
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Survey, Reeves, 2009
300 teachers and senior managers representing a mix of urban, rural, and suburban schools
Educational LeadershipFebruary 2009
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StudentsPersonal experienceColleaguesFamilyProfessional developmentFormal school leadershipCurriculum
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how?colleaguescolleagues
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Direct modelling
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February 2009 | Volume 66 | Number 5How Teachers Learn Pages 85-86
Model Teachers
Douglas B. Reeves
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Communities of practice
Teachers as active participants
Relating EVERYTHING back to student learning
(Darling-Hammond, Hargreaves and many others)
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“ The successes of [excellent teachers] tend to be born
and die with them: beneficial consequences extend only to those pupils who have
personal contact with the gifted teachers.
“ No one can measure the waste and loss that have come from the fact that the
contributions of such men and women in the past
have been thus confined”
(Dewey, 1929)
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What does this mean in terms of leadership in your school?
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