Abstract
Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.
Description
This article was originally published in The Rural Educator, official journal of the National Rural Education Association.
Publisher
National Rural Education Association
Date of publication
1-1-2005
Language
english
Persistent identifier
http://hdl.handle.net/10950/541
Document Type
Article
Recommended Citation
Hickey, Wesley and Harris, Sandra, "Improved Professional Development Through Teacher Leadership" (2005). Educational Leadership and Policy Studies Faculty Publications and Presentations. Paper 13.
http://hdl.handle.net/10950/541
Publisher Citation
Hickey, W. D., & Harris, S. (2005, Winter). Improved professional development through teacher leadership. The Rural Educator 26(2), 12-16.