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Though schools have long relied on teachers to assume leadership roles, they have received little assistance in becoming the leaders they are expected to be. Leadership preparation tends to focus on teaching educators to become administrators rather than teacher leaders. This innovative sourcebook is designed to redress the balance.
Based on a thorough review of current literature, A Handbook for Teacher Leaders guides readers through the leadership skills and strategies they will require. Issues covered include leading in curriculum development and school restructuring, and leading teachers in their professional development.
List of contents
PART ONE: THE NATURE OF SCHOOL LEADERSHIP
Who Will Be Leading Our Schools?
Creating a Helping Relationship
Helping Teachers Make Curriculum Decisions
PART TWO: THE INSTRUCTIONAL PROCESS
Helping Teachers Plan Instruction
Helping Teachers Teach Effectively
Helping Teachers Learn from Their Students
PART THREE: TEACHERS WORKING TOGETHER TO RECLAIM SCHOOLS
Helping Teachers Grow Professionally
Peer Coaching
Teachers Helping Teachers One-on-One
Reform, Restructuring and Renewal
The Critical Need for Teacher Leadership
About the author
Leonard O. Pellicer is Dean of the School of Education and Organizational Leadership at the University of La Verne and Distinguished Professor Emeritus from the University of South Carolina. He has served in a number of teaching and leadership roles over the past thirty-five years. He served as the first director of the South Carolina Educational Policy Center, at the University of South Carolina, and was also the director of the African American Professors Program, a program designed to address the problem of a shortage of African American professors at predominantly white higher-education institutions. His experiences prior to joining the faculty at the University of South Carolina include service as a high school and middle school teacher, high school assistant principal, high school principal, and director of a teacher education center that provided staff development opportunities for teachers and administrators in five Florida school districts. In 1986 to 1987, he was a Fullbright Scholar in Southeast Asia. During this period, he taught graduate classes at the University of the Philippines and used his expertise in school leadership to assist in developing programs to train school leaders in the region. From 1992 to 195, he spent a good deal of time in the Republic of South Africa as a member of a team that developed a field-based training program for black principals in the "new South Africa." He holds a bachelor¿s degree in English education and master¿s and doctoral degrees in educational administration from the University of Florida in Gainesville. For more than twenty-five years, he has written, consulted, and spoken extensively in the areas of school leadership, instructional leadership, and educational programs for disadvantaged students. He has coauthored two other books with Lorin Anderson for Corwin Press, including
A Handbook for Teacher Leaders (1995 and
Teacher Peer Assistance and Review: A Practical Guide for Teachers and Administrators (2001).
Summary
This book charts a course for developing and implementing an effective peer assistance and review program based on long-standing, successful programs.
