On the Pathway From Preservice to Instructional Leader: Developing Skills and Knowledge for Leadership

• In Event: Reconceptualizing Teacher Evaluation Policies and Practices

Abstract

This mixed methods study analyzed changes in pre-service teachers’ conceptualizations of teachers acting as instructional leaders and documents evidence of the development of skills and knowledge necessary for teacher leadership as a result of participation in an undergraduate course. Examining these conceptualizations and knowledge and skill development offers insights into the types of change that occurred and the structures and coursework that supported deepening understandings of teacher as instructional leaders. These insights can inform strategies for teacher educators, school leaders, and policy makers seeking to support the development of teacher leadership beginning at the pre-service level.

Author

• Kate Spence-Ado, Fairleigh Dickinson University