Teacher Ownership/Democratic Governance Category 1
Here is a collection of articles written on the EdVisions model and network schools.
Teacher Ownership/Democratic Governance articles
*All articles are available upon request by emailing firstname.lastname@example.org
Category 1: Group and individual responsibility and accountability for school finance and educational success.
Farland, S. M. (2011). Charter school oversight: The new frontier. Leadership, 41(2), 30-32.
This article focuses on how authorizers handle the oversight processes of charter schools in California. It covers charter school oversight which includes financial management, academic advancement, and education programs. Also discussed is the importance of effective charter school oversight in order to prevent closure except in cases of academic or financial failure.
Hawley Miles, K. (2016). Effectively integrating teacher leadership into the system. Education Digest, 81(9), 17-22.
This article discusses the roles of strategic teacher leadership in the U.S. It opens with the capacity to extend the reach and support of excellent teachers through teaming. Then it notes how to keep teachers more accountable and make their jobs more sustainable. Finally, it mentions the importance of increasing capacity to develop faculty that focus on school needs and improvement of student learning.
Herbert, M. (2010). Teacher-led school trend takes dps. District Administration, 46(8), 12.
This article discusses the all-teacher led Palmer Park Preparatory Academy (P3A), which is part of the Detroit Public Schools in Detroit, Michigan. It describes the development and planning for the school, as well as its partnership with publishing company Houghton Mifflin Harcourt as developers of P3A's curriculum. The article also discusses the issue of teacher accountability and autonomy and mentions other all-teacher led schools in the U.S.
Nappi, J. S. (2014). The teacher leader: Improving schools by building social capital through shared leadership. Delta Kappa Gamma Bulletin, 80(4), 29-34.
Is a strong leader with exceptional skills the answer to the daunting task of transforming or improving schools? The author argues that, despite the documented value of skilled leadership, in today's educational and financial climate the school principal cannot go solo. School and student success are more likely to occur when distributed or shared leadership is practiced. The need to attract and retain quality teachers is another reason to extend the role of the teacher to domains outside of the classroom walls. The author focuses on distributed or shared leadership as a facet of social capital, a driving force in the success of teacher leadership.
Nazareno, L. (2014). Teachers lead the way in Denver. Phi Delta Kappan, 95(7), 24-30.
This article profiles the Mathematics and Science Leadership Academy (MSLA), a teacher-led school incorporated into the Denver Public Schools system in Denver, Colorado. It discusses how teacher-led schools offer more autonomy to teachers, share decision making responsibilities among teachers, and make the principal position optional. Student enrollment, professional requirements, and parent involvement at MSLA are covered.
Yoshida, R. K., & Strong, L. G. (2014). Teachers’ autonomy in today's educational climate: Current perceptions from an acceptable instrument. Educational Studies, 50(2), 123-145.
This research evaluated the psychometric properties of Friedman's (1999) Teacher Work-Autonomy Scale (TWA) to determine whether it was an acceptable instrument to measure U.S. teacher autonomy in the present educational context. A second purpose was to ascertain the current status of teachers’ perceptions of their autonomy from a sample of U.S. teachers. Four hundred seventy-seven teachers from three public schools in Michigan participated in this study for a response rate of 30%. Factor analysis confirmed the multifaceted nature of teacher autonomy; however, somewhat different factor structures were found for the elementary and secondary teachers in this study, in comparison to that of Friedman. The TWA, without major modifications, appeared to be a valid and reliable instrument for use with a U.S. secondary sample but with limitation with an elementary sample. Elementary and secondary teachers perceived autonomy in the different factors in identical order, but with significant differences between their scores. Differences in school structure and conceptions of autonomy may have contributed to grade-level discrepancies. The findings suggest that administrators may be able to enhance teacher autonomy by releasing some of their power to include teachers in school leadership, specifically in the two areas teachers perceived with lowest autonomy: school finances and professional development.