PRINCIPALS AND TEACHERS IN SCHOOLS THAT ARE IN
THE MIDST OF CHANGE ARE FINDING THAT AS THEY DO
THEIR WORKS, THEY ARE BLURR...
LEADERSHIP CAPACITY IS FOSTERED AS A RESULT OF JOB-
          EMBEDDED, HIGH-QUALITY, PROFESSIONAL
DEVELOPMENT THAT LEADS ...
SCHOOL LEADERS CREATE A CULTURE OF EVIDENCE
BASED ON REGULAR COLLECTION, ANALYSIS, AND USE OF
       DATA TO IMPROVE INSTR...
THE QUALITY AND IMPACT OF TEACHER LEADERSHIP IS
      LARGELY DEPENDENT ON THE TEACHERS’ SKILLS,
                    ATTIT...
…CULTIVATING TEACHER LEADERSHIP MAY WELL BE A
WISE INVESTMENT FOR A SCHOOL DISTRICT COMMITTED
 TO IMPROVING PRACTICE LONG ...
WITHIN EVERY SCHOOL THERE IS A SLEEPING GIANT OF
     TEACHER LEADERSHIP, WHICH CAN BE A STRONG
CATALYST FOR MAKING CHANGE...
“TEACHERS WHO ARE LEADERS LEAD WITHIN AND
       BEYOND THE CLASSROOM, IDENTIFY WITH AND
 CONTRIBUTE TO A COMMUNITY OF TEA...
EACHER LEADERS ARE APPROACHABLE AND INFLUENCE
      PRIMARILY THROUGH THEIR PERSONAL POWER.
     RELATIONSHIPS BECOME THE ...
SHARING INFORMATION AND VISIBLY IMPROVING THEIR
        OWN PRACTICE GIVES THE TEACHER LEADERS
ENDORSEMENT IN THEIR WORK W...
TEACHER LEADERS BEGIN TO RECOGNIZE THAT THEIR
   FOCUS MUST MOVE FROM A SINGLE INNOVATION OR
  FROM THEIR OWN CLASSROOMS T...
TEACHER LEADERS ARE EXEMPLARS IN THEIR
CLASSROOMS, EFFECTIVE COACHES OF THEIR PEERS, AND
      CHANGE AGENTS WHO CONTRIBUT...
THE TERM TEACHER LEADERSHIP REFERS TO THAT SET OF SKILLS
DEMONSTRATED BY TEACHERS WHO CONTINUE TO TEACH STUDENTS
BUT ALSO ...
TEACHER LEADERS SEE THEMSELVES FIRST AS TEACHERS;
 ALTHOUGH THEY ARE NOT INTERESTED IN BECOMING
   ADMINISTRATORS, THEY AR...
TRUE TEACHER LEADERSHIP… INVOLVES SPONTANEOUS
AND ORGANIC TEACHER INITIATIVE AND FACILITATION…


Danielson, Charlotte (200...
TEACHER LEADERSHIP IS THE ABILITY TO ENCOURAGE
 COLLEAGUES TO CHANGE, AND ENCOURAGE OTHER
TEACHERS (COLLEAGUES) TO DO THIN...
TEACHER LEADERSHIP IS THE ABILITY TO ENCOURAGE
  COLLEAGUES TO CHANGE, TO DO THINGS THEY
 WOULDN’T ORDINARILY CONSIDER WIT...
…TO BE MOST EFFECTIVE, TEACHER LEADERS NEED TO
CONTINUOUSLY IMPROVE THEIR TEACHING SKILLS, BE
  INVOLVED IN SCHOOL DECISIO...
THE SUCCESS OR OTHERWISE OF TEACHER LEADERSHIP
   WITHIN A SCHOOL IS HEAVILY INFLUENCED BY
INTERPERSONAL FACTORS AND RELAT...
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Leadership Quotes Pages Formatted

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Leadership Quotes Pages Formatted

  1. 1. 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.
  2. 2. 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.
  3. 3. SCHOOL LEADERS CREATE A CULTURE OF EVIDENCE BASED ON REGULAR COLLECTION, ANALYSIS, AND USE OF DATA TO IMPROVE INSTRUCTIONAL PRACTICE. Krovetz, Mark L., & Arriaza, Gilberto (2006). Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools. Corwin Press, Thousand Oaks, CA.
  4. 4. THE QUALITY AND IMPACT OF TEACHER LEADERSHIP IS LARGELY DEPENDENT ON THE TEACHERS’ SKILLS, ATTITUDES, AND BEHAVIORS. Krovetz, Mark L., & Arriaza, Gilberto (2006). Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools. Corwin Press, Thousand Oaks, CA.
  5. 5. …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.
  6. 6. 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.
  7. 7. “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.” Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin Press, Inc., Thousand Oaks, CA.
  8. 8. 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.
  9. 9. 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. Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin Press, Inc., Thousand Oaks, CA.
  10. 10. 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. Katzenmeyer, Marilyn & Moller, Gayle (2001). Awakening the Sleeping Giant. Corwin Press, Inc., Thousand Oaks, CA.
  11. 11. 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.
  12. 12. 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.
  13. 13. TEACHER LEADERS SEE THEMSELVES FIRST AS TEACHERS; ALTHOUGH THEY ARE NOT INTERESTED IN BECOMING ADMINISTRATORS, THEY ARE LOOKING TO EXTEND THEIR INFLUENCE. Danielson, Charlotte (2006). Teachers Leadership: That Strengthens Professional Practice. Association for Supervision and Curriculum Development (ASCD), Alexandria, VA.
  14. 14. TRUE TEACHER LEADERSHIP… INVOLVES SPONTANEOUS AND ORGANIC TEACHER INITIATIVE AND FACILITATION… Danielson, Charlotte (2006). Teachers Leadership: That Strengthens Professional Practice. Association for Supervision and Curriculum Development (ASCD), Alexandria, VA.
  15. 15. 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.
  16. 16. 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. National Staff Development Council Conference (2006). Washington, D.C.
  17. 17. …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, National Staff Development Council Conference (2006). Washington, D.C.
  18. 18. 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. National Staff Development Council Conference (2006). Washington, D.C.
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