School Improvement for a New Generation: Building Teacher Leadership Capacity of Early-Career Teachers

• In Event: Teacher Work, Leadership, and School Improvement

Abstract

Teacher leadership and collective efficacy are considered drivers for school improvement, however, these efforts often discount the potential of early-career teachers to impact change. Based in participatory action research, this case study examines the efforts of one school to mobilize a full continuum of teacher leadership in the development and implementation of the school’s improvement plan. Findings highlight conditions and strategies that support the emergence of early-career teacher leaders while also signaling promising outcomes relevant to the professionalization of educators.

Authors

• Wesley Henry, Sacred Heart University

• Adam Swinney, East Haven Public Schools