Article
Daring Greatly: School-University Partnerships and the Development of Teacher Leadership
School-University Partnerships: The Impact of Teacher Leadership on Student Learning in Professional Development Schools
(2020)
Abstract
This survey-based self-study explored how teachers’ commitments to a formalized lead teacher role in relationship with a university partnership impacted their perceptions of themselves as educational leaders and as agents of change; and how these perceptions impacted P-12 student learning. The study showcases the importance of creating an infrastructure that includes a lead teacher component when establishing professional development school (PDS)-university partnerships and demonstrates the value and impact that teacher leaders bring to partnership work. Through this study, the authors hope to further professionalize the role of lead teacher in order to encourage others to “dare greatly” by building on this effective model.
Disciplines
Publication Date
Winter 2020
Citation Information
Rene Roselle, Robin Hands and June Cahill. "Daring Greatly: School-University Partnerships and the Development of Teacher Leadership" School-University Partnerships: The Impact of Teacher Leadership on Student Learning in Professional Development Schools Vol. 12 Iss. 4 (2020) Available at: http://works.bepress.com/robin-hands/3/