leadership quotes pages formatted

PRINCIPALS AND TEACHERS IN SCHOOLS THAT ARE IN

THE MIDST OF CHANGE ARE FINDING THAT AS THEY DO

THEIR WORKS, THEY ARE BLURRING BOUNDARIES AND

FORGING NEW CONNECTIONS BETWEEN LEADING,

LEARNING AND TEACHING. THEIR SCHOOLS ARE

LEADERSHIP DENSE ORGANIZATIONS.

Lieberman, A., & Miller, L. (1999). Teachers: Transforming Their Work and Their World. New York: Teachers College Press and Alexandria,

VA: ASCD.

LEADERSHIP CAPACITY IS FOSTERED AS A RESULT OF

JOB-EMBEDDED, HIGH-QUALITY, PROFESSIONAL

DEVELOPMENT THAT LEADS TO GROWTH AS A TEACHER

AND AS A LEADER.

Krovetz, Mark L., & Arriaza, Gilberto (2006). Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools. Corwin Press,

Thousand Oaks, CA.

SCHOOL LEADERS CREATE A CULTURE OF EVIDENCE

BASED ON REGULAR COLLECTION, ANALYSIS, AND USE

OF DATA TO IMPROVE INSTRUCTIONAL PRACTICE.


Thousand Oaks, CA.

THE QUALITY AND IMPACT OF TEACHER LEADERSHIP IS

LARGELY DEPENDENT ON THE TEACHERS’ SKILLS,

ATTITUDES, AND BEHAVIORS.


Thousand Oaks, CA.

…CULTIVATING TEACHER LEADERSHIP MAY WELL BE A

WISE INVESTMENT FOR A SCHOOL DISTRICT COMMITTED

TO IMPROVING PRACTICE LONG TERM. IT MAY ALSO

PROVE DECISIVE IN ENCOURAGING GIFTED EDUCATORS

TO REMAIN WITH TEACHING RATHER THAN ABANDON

THE PROFESSION FOR ONE THAT OFFERS GREATER

OPPORTUNITIES FOR ONGOING CHALLENGE AND

ADVANCEMENT.

Journal of Staff Development, Spring 2005.

WITHIN EVERY SCHOOL THERE IS A SLEEPING GIANT OF

TEACHER LEADERSHIP, WHICH CAN BE A STRONG

CATALYST FOR MAKING CHANGE. BY USING THE ENERGY

OF TEACHER LEADERS AS AGENTS OF SCHOOL CHANGE,

THE REFORM OF PUBLIC EDUCATION WILL STAND A

BETTER CHANGE OF BUILDING MOMENTUM.

Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin Press, Inc., Thousand Oaks, CA.

“TEACHERS WHO ARE LEADERS LEAD WITHIN AND

BEYOND THE CLASSROOM, IDENTIFY WITH AND

CONTRIBUTE TO A COMMUNITY OF TEACHER LEARNERS

AND LEADERS, AND INFLUENCE OTHERS TOWARD

IMPROVED EDUCATIONAL PRACTICE.”


EACHER LEADERS ARE APPROACHABLE AND INFLUENCE

PRIMARILY THROUGH THEIR PERSONAL POWER.

RELATIONSHIPS BECOME THE FOUNDATION UPON WHICH

TEACHER LEADERS ARE ABLE TO SHARE AND LEARN

WITH OTHERS.

Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin Press Inc., Thousand Oaks, CA.

SHARING INFORMATION AND VISIBLY IMPROVING THEIR

OWN PRACTICE GIVES THE TEACHER LEADERS

ENDORSEMENT IN THEIR WORK WITH OTHER TEACHERS.

TEACHERS WHO ARE CREDIBLE TO THEIR PEERS, ARE

CONTINUOUS LEARNERS, AND PASS RELEVANT

INFORMATION ABOUT BEST PRACTICES INFLUENCE THEIR

COLLEAGUE TEACHERS.


TEACHER LEADERS BEGIN TO RECOGNIZE THAT THEIR

FOCUS MUST MOVE FROM A SINGLE INNOVATION OR

FROM THEIR OWN CLASSROOMS TO A WIDER, WHOLE-

SCHOOL PERSPECTIVE. THE INFLUENCE OF TEACHER

LEADERSHIP CAN MAKE THE DIFFERENCE BEYOND THE

INDIVIDUAL GRADE LEVEL OR TEAM.


TEACHER LEADERS ARE EXEMPLARS IN THEIR

CLASSROOMS, EFFECTIVE COACHES OF THEIR PEERS,

AND CHANGE AGENTS WHO CONTRIBUTE TO SCHOOL,

DISTRICT, STATE, AND NATIONAL EDUCATIONAL REFORM.

Snell, J., & Swanson, J. (2000, April). The Essential Knowledge and Skills of Teacher Leaders: A Search for a Conceptual Framework. Paper presented at the annual meeting of the American Educational Research

Association, New Orleans, LA.

THE TERM TEACHER LEADERSHIP REFERS TO THAT SET OF SKILLS

DEMONSTRATED BY TEACHERS WHO CONTINUE TO TEACH STUDENTS

BUT ALSO HAVE AN INFLUENCE THAT EXTENDS BEYOND THEIR OWN

CLASSROOMS TO OTHERS WITHIN THEIR OWN SCHOOL AND

ELSEWHERE….AN IMPORTANT CHARACTERISTIC OF A TEACHER LEADER

IS EXPERTISE AND SKILL IN ENGAGING OTHERS IN COMPLEX WORK.

TEACHER LEADERSHIP ENTAILS AN UNWAVERING PASSION FOR THE

CORE MISSION OF THE SCHOOL AND THE COURAGE TO CONFRONT

OBSTACLES TO ACHIEVING THAT MISSION.

Danielson, Charlotte (2006). Teachers Leadership: That Strengthens Professional Practice. Association for Supervision and Curriculum

Development (ASCD), Alexandria, VA.

TEACHER LEADERS SEE THEMSELVES FIRST AS

TEACHERS; ALTHOUGH THEY ARE NOT INTERESTED IN

BECOMING ADMINISTRATORS, THEY ARE LOOKING TO

EXTEND THEIR INFLUENCE.



TRUE TEACHER LEADERSHIP… INVOLVES SPONTANEOUS

AND ORGANIC TEACHER INITIATIVE AND FACILITATION…



TEACHER LEADERSHIP IS THE ABILITY TO ENCOURAGE

COLLEAGUES TO CHANGE, AND ENCOURAGE OTHER

TEACHERS (COLLEAGUES) TO DO THINGS THEY WOULD

NOT NORMALLY DO.

National Staff Development Council Conference (2006). Washington, D.C.

TEACHER LEADERSHIP IS THE ABILITY TO ENCOURAGE

COLLEAGUES TO CHANGE, TO DO THINGS THEY

WOULDN’T ORDINARILY CONSIDER WITHOUT THE

INFLUENCE OF THE LEADER.

Patricia A. Wasley.


…TO BE MOST EFFECTIVE, TEACHER LEADERS NEED TO

CONTINUOUSLY IMPROVE THEIR TEACHING SKILLS, BE

INVOLVED IN SCHOOL DECISION MAKING AND BE

INVOLVED IN THE PROFESSIONAL DEVELOPMENT OF

OTHERS.

Marilyn Katzenmeyer & Gayle Moller,


THE SUCCESS OR OTHERWISE OF TEACHER LEADERSHIP

WITHIN A SCHOOL IS HEAVILY INFLUENCED BY

INTERPERSONAL FACTORS AND RELATIONSHIPS WITH

OTHER TEACHERS AND THE SCHOOL MANAGEMENT

TEAM.

Marilyn Katzenmeyer & Gayle Moller.
