Not exact matches
Typically, studies
of leadership in education focus on «
formal» leaders — the individuals who have official management
roles, such as
principals or superintendents.
The individuals or groups identified as providing leadership included a mix
of principals, assistant
principals, teachers in
formal leadership
roles (e.g., grade or subject team leaders) and teachers with specialist positions (e.g., literacy specialists, technology specialists, counselors).
The
principal three years earlier had explicitly encouraged teachers to assume leadership
roles in the school, in accordance with district policies that supported the designation and implementation
of formal teacher - leader positions.
While the
formal or informal leadership
roles of teachers may vary in different schools and districts, teacher leadership is broadly defined in the 2011 Teacher Leader Model Standards as «the process by which teachers, individually or collectively, influence their colleagues,
principals, and other members
of the school community to improve teaching and learning practices with the aim
of increased student learning and achievement.»
Formal and explicit processes to assess readiness for the principal role that are based on demonstrated leadership, rather than age, length of time in the profession or progression through formal leadership positions, support the professional development of aspiring princ
Formal and explicit processes to assess readiness for the
principal role that are based on demonstrated leadership, rather than age, length
of time in the profession or progression through
formal leadership positions, support the professional development of aspiring princ
formal leadership positions, support the professional development
of aspiring
principals.
High - quality school leadership can be demonstrated by individuals at all levels
of a school, including those in
formal leadership positions, such as assistant
principals or curriculum leaders, and those without a formally defined
role.