Leadership and Teachers’ Perspectives of Teacher Leadership in Rural Schools in Alabama

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Teacher Perspectives and Supports in Rural and International Settings to Inform Leadership (Table 30)

Abstract

Research indicates that there is no clear and convincing evidence that teacher leaders have a significant impact on teaching and learning or the school’s continuous improvement program, but why is the potential impact of teacher leaders on teaching and learning not being realized? This presentation examines a key finding indicating a shortfall in the lack of effective professional development programs to prepare individuals for the challenges of teacher leadership. This research indicates that it is imperative that all school and district level decision-makers learn to differentiate their policies, programs, and professional development opportunities to ensure that teacher leaders have the tools necessary to meet the needs of their particular student populations, environments, and climates to improve teaching and learning.

Authors

• William A. Bergeron, University of Alabama

• Angela Cranford Adair, Auburn University

• Yvette Bynum, University of Alabama

• Ellen H. Reames, Auburn University

• Brenda Mendiola, University of Alabama

• Frances K. Kochan, Auburn University