Developing Teacher Leaders to Reform Schools: An International Comparative Study in London and Florida

• In Event: Roundtable Session 18.

Session Submission Type: Roundtable Session

Abstract

The purpose of this symposium is to undertake a comparative examination of two professional development programs based on university-school partnerships and set in different cultural contexts, one in the United States and the other in England. The session will seek to examine how both programs seek to deliver teacher education and development through a job-embedded, school-based approach that promotes school reform and improved leadership whilst balancing teacher empowerment with greater teacher accountability. Additionally, the session will highlight the culturally diverse and socioeconomically challenged environments in which the programs operate and discuss efforts undertaken to prepare teachers to meet the challenges of working in these contexts.

Sub Unit

• Division A - Administration / Section 3: School Improvement

Chair

• Ken Jones, Swansea Metropolitan University

Papers

• Florida Master Teacher Initiative: Job-Embedded Graduate Education and Professional Development - Alyson J. Adams, University of Florida; Philip E. Poekert, University of Florida

• London Master School-Based Initiative: Job-Embedded Graduate Education and Professional Development - Helen Mitchell, University of East London; Alex Alexandrou, Freelance Academic

• Across the Pond: A Comparative Look at Independently Designed School Reform Programs in England and the United States - Philip E. Poekert, University of Florida; Alex Alexandrou, Freelance Academic; Alyson J. Adams, University of Florida; Helen Mitchell, University of East London