Abstract

The development and practice of teacher leadership is directly aided and inhibited by the conditions for learning that exist within a school setting and the policy context in which it operates. The seminar draws on the creation of the Teacher Leadership for School Improvement graduate degree program at the University of Florida and the subsequent theoretical model for teacher leadership development that emerged from its implementation in contexts across the State. The model was later validated with teacher leaders working in schools in England, Scotland, Wales, and Ireland. It points to necessary core experiences in teaching, research, and service within teachers’ journeys to leadership, as well as the supports and obstacles that contributed to or diminished outcomes. Practical illustrations of the model will be surfaced from recent program developments.

Noting that external support from a university and philanthropy were key facilitators, the presentation entertains the question: if external support seems necessary, what hope do we have of institutionalizing teacher leadership within schools?