Creating a Culture of Support for Teacher Leaders: A Vision for Change and Hope

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Within the pages of this book you will meet six, K-12, practicing, public school administrators, and two university instructors who give concise study-and-practice guidance on two aims; 1) to build the awareness and capabilities to become a lead professional for democratic ways of living, and 2) to develop the school culture needed to support this teacher leadership. Teacher leadership is not in addition to the many initiatives administrators face each day. Rather, you will read stories about teacher leadership incorporated into the initiatives that already exist. By distributing leadership, administrators organically utilize the gifts and talents that individual teachers already possess defying prescripted roles and specific job descriptions. A key feature in this text is its problem-solving orientation, and the interplay among teaching/learning/leading research that raises critical questions for professionals ready to understand the nuances of educational growth in societies with democratic ideals. In spite of the political demands for efficiency and accountability, six administrators worked with teacher leaders in different contexts to develop and exercise the wisdom, which honors the democratic ideals upon which our society was built.

Reviews

Teacher leadership is coming into the fore as we realize that the role of school leaders is to spawn widespread teacher leadership. What is great about Creating a Culture of Support for Teacher Leaders is that the chapters weave the symbiotic experiences of teachers and administrators working together to change the culture of schools in sustainable ways. A book that unleashes the power of teacher leadership for the good of all. -- Michael Fullan, Ontario Institute for Studies in Education, University of Toronto
There is a profound need today for visionary educational leaders who possess holistic, democratic values. Rosemary Gornik and Wendy Samfords well-researched book provides deep practical and narrative insights into how this professional need can be fulfilled. They clearly explain and demonstrate a collaborative leadership development that is vital to the future of quality, public education in democratic societies. -- James Henderson, PhD, Professor of Curriculum Studies,Rebecca Tolle and Burton W. Gorman Chair in Educational Leadership, Kent State University
This important new book sheds light on the importance of leadership, in multiple roles and forms, for improving the performance of schools. For educators and others who seek to break new ground and to create schools that are truly responsive to the needs of all students, this book will be enlightening. -- Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information Studies

Author Bio

Rosemary Gornik is an assistant professor and program coordinator of educational leadership at Kent State University (KSU). Since 1973, Rosemary served as K-12 classroom teacher, principal, and central office administrator in the areas of curriculum, instruction and assessment, and retired as superintendent in 2013. Rosemary has several publications on teacher leadership, and is the principal investigator on a KSU grant to increase teacher leadership in Ohio. Wendy L. Samford, is a prior administrator of thirteen years, currently working on two book projects and is co-investigator on a state grant through Kent State University to increase teacher leadership in Ohio. She is happily married with four great kids and continues her work for the renewal of education in the U.S.