Document Type
Peer-Reviewed Article
Publication Date
2020
Abstract
This survey-based self-study explored how teachers’ commitments to a formalized lead teacher role in relationship with a university partnership impacted their perceptions of themselves as educational leaders and as agents of change; and how these perceptions impacted P-12 student learning. The study showcases the importance of creating an infrastructure that includes a lead teacher component when establishing professional development school (PDS)-university partnerships and demonstrates the value and impact that teacher leaders bring to partnership work. Through this study, the authors hope to further professionalize and exonerate the role of lead teacher in order to encourage others to “dare greatly” by building on this effective model.
Recommended Citation
Roselle, R., Hands, R. E., & Cahill, J. (2020). Daring greatly: School-university partnerships and the development of teacher leadership. School-University Partnerships, 12(4), 111–121
Included in
Educational Leadership Commons, Higher Education and Teaching Commons, Social and Philosophical Foundations of Education Commons
