Abstract
This chapter suggests the following key principles as important for enhancing collaborative leadership practice which can best support learning and social justice:
•Agency: make the freeing of teachers’ agency a priority so teachers can initiate and lead change together on aspects? practice about which they feel passionate.
•Support: create cultural and communal support structures to help teachers in developing a collective identity and the confidence and strategies to involve others in their attempts to change practice.
•Equity: make advancing equity - respect, participation, fair opportunities for learning and lessening socio-economic inequalities - an explicit aim of teachers’ collaborative practice.
•Learning: ensure teachers’ collaborative practice nurtures a breadth of learning that includes cognitive, emotional and social development as members of a community of professionals, as well as the predisposition and capacity to think independently and critically as an individual.
The principles were established through the identification and preparation of five UK case studies (Woods et al 2016).
•Agency: make the freeing of teachers’ agency a priority so teachers can initiate and lead change together on aspects? practice about which they feel passionate.
•Support: create cultural and communal support structures to help teachers in developing a collective identity and the confidence and strategies to involve others in their attempts to change practice.
•Equity: make advancing equity - respect, participation, fair opportunities for learning and lessening socio-economic inequalities - an explicit aim of teachers’ collaborative practice.
•Learning: ensure teachers’ collaborative practice nurtures a breadth of learning that includes cognitive, emotional and social development as members of a community of professionals, as well as the predisposition and capacity to think independently and critically as an individual.
The principles were established through the identification and preparation of five UK case studies (Woods et al 2016).
| Original language | English |
|---|---|
| Title of host publication | EMPOWERING TEACHERS AS AGENTS OF CHANGE |
| Subtitle of host publication | Enabling a non-positional approach to teacher leadership |
| Editors | David Frost |
| Place of Publication | Cambridge |
| Publisher | Leadership for Learning: The Cambridge Network |
| Publication status | Published - May 2017 |