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The future leadership of teachers

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Almost 30 years ago, Judith Warren Little, one of our nation’s most prominent scholars, offered a clarion call for teachers to lead school reform, not just be the targets of it. Since then teachers, slowly but surely, are beginning to serve in more expansive roles without leaving the classroom. In a piece originally published by TeachingPartners, Vicki Phillips and I cite examples of teachers leading in bold ways to explore the future of leadership of teachers.

Featured

The courage to leap

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Many teachers find themselves faced with the decision to leap into the unknown and confront fear, hope, self-knowledge, and, ultimately, commitment to the profession that teachers make at crucial times in their careers. In this post, I share the stories of four teacher leaders—Jessica Cuthbertson, Jessica Keigan, Megan Allen, and Lori Nazareno—who chose to make that leap.

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Risks and rewards: Moving past the single story

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One powerful statement during a parent-teacher conference revealed the dangers of single stories. The moments that followed illustrate the importance of listening, sharing stories, and seeking to understand one another in building strong relationships with families.

Latest Blog Posts

Renee Moore

June 29, 2007

Is diversity unnecessary?

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Speaking of countercurrents in education:

The recent Supreme Court decision essentially says schools and districts cannot selectively enroll students in a school just to achieve integrated classrooms.

Two reading and child development experts recently presented data they claim proves that Black and Hispanic students who spend K-3 in segregated classrooms end up with lower reading achievement than those in integrated ones (regardless of economic level). (See my last post, "Separate but...?).

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Bill Ferriter

June 27, 2007

Why the Danish love to test. . .

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Mike--in an entertaining comment on my recent post about testing in Denmark that outlines the trend of fad adoption in American education--asked:

Pity too that the Danes won't learn from the mistakes of others, though it may not be too late for them. I wonder, does the Danish public listen any better to their teachers?

This echoes a question asked by my TLN colleague and friend Rick Wormelli, who wrote:

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Bill Ferriter

June 25, 2007

Denmark's miscue?

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I just arrived home again from Denmark and have literally TONS of material conversations on their system of education. Perhaps most interesting is that Denmark is moving towards a system of accountability testing that is modeled after NCLB to some degree. This testing has been introduced by a conservative government led by a Prime Minister who greatly admires President Bush and is being advertised as a way to "hold schools accountable" for student performance.

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JohnNorton

June 24, 2007

Why should teachers conduct research?

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A good question, thoroughly answered by TLN'er Gail Ritchie ina new Q&A at the TeachersCount website. Ritchie, soon to be a school-based instructional coach in the Fairfax County (VA) schools, is a passionate advocate for teacher or "action" research. Indeed, she earned her doctorate this past spring with her  dissertation titled Teacher Research as a Habit of Mind.

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JohnNorton

June 24, 2007

Why should teachers conduct research?

0 comments

A good question, thoroughly answered by TLN'er Gail Ritchie ina new Q&A at the TeachersCount website. Ritchie, soon to be a school-based instructional coach in the Fairfax County (VA) schools, is a passionate advocate for teacher or "action" research. Indeed, she earned her doctorate this past spring with her  dissertation titled Teacher Research as a Habit of Mind.

Continue Reading…

Bill Ferriter

June 21, 2007

A commitment to action. . .

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I spent the day here in Copenhagen yesterday learning a bit more about the educational systems of Denmark and stumbled upon an idea that I was fascinated by.  A core tenet of the educational system and philosophy here is to teach children a "commitment to action."  Knowledge as a product of education is not enough.  Instead, knowledge needs to be paired with value judgments and then an action orientation towards life's situations.

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