Cosenza, Michael N

Abstract: Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Many view teacher leadership as specific administrative roles while others view it as any opportunity in which teachers contribute to the decision-making process. Whichever way it is defined, it is commonly accepted that teacher leadership capacity, though a highly desirable trait, is underdeveloped. This article shares the perceptions of 22 veteran teachers working at two Professional Development Schools (PDSs). It will identify their perceptions about whether the PDS model contributes to leadership development and which specific roles within the partnership are responsible. Though several themes emerged, the collaborative and mentoring components of the PDS were reported as primary factors for increased teacher leadership. These findings are further evidence that can be used by PDS advocates to promote the PDS model as standard method for teacher education programs.

总结：虽然教师的领导没有统一的定义，但这个概念是不断先进的，是教师专业化的重要组成部分。很多人认为教师领导为具体的管理角色，而其他人认为这是一个有助于老师决策过程。本文将确定有关的PDS模型是否有助于领导能力发展和其合作伙伴中的特定角色，发表他们的看法。这些研究结果进一步证明，可以利用综合布线主张推动PDS机型为教师教育课程标准方法。

来源：School-University Partnerships, v6 n1 p47-58 Spr 2013. 12 pp