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Frost David (2011). Supporting teacher leadership in 15 countries. The International Teacher Leadership Project Phase 1. Cambridge : University of Cambridge. En ligne : <http://www.leadershipfo ... _report_%2021_12_11.pdf>. 
Added by: Rémi Thibert (28 Mar 2012 13:55:15 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Frost2011
Categories: General
Keywords: leadership
Creators: Frost
Publisher: University of Cambridge (Cambridge)
Views: 1369/1604
Views index: 15%
Popularity index: 3.75%
URLs     http://www.leaders ... rt_%2021_12_11.pdf
Abstract     
The International Teacher Leadership {(ITL)} project addresses the need for more effective approaches to teacher and school development and does so in a way that responds to the challenge of inclusion and social cohesion. The {OCED} report on school leadership (2008) recommends distributed leadership for schools as organisations, but there remains a need for a powerful strategy for developing this. The purpose of the {ITL} project is to develop support for teacher-led innovation in a number of countries in the Balkans and elsewhere in Europe and to explore how this contributes to educational reform. Materials and techniques developed in the {UK} over many years have been adapted and translated to enable partners in participating countries to support teachers as leaders of processes of innovation. Project team members in the participating countries have worked in collaboration with school principals and other facilitators to establish programmes that enable teachers to identify agendas and priorities for change, develop negotiated action plans and act strategically to embed innovations in their schools. Project team members have established the infrastructure of local knowledge networks through which teachers can come together to inspire each other and share accounts of their leadership of innovation. Vignettes and reports of teacher-led innovation have been captured and disseminated in order to build a body of knowledge about how to improve teaching and learning. The project has been funded by the Open Society Institute and has worked in conjunction with the {APREME} project funded by both the European Commission and {OSI} which has widened the project’s scope. Evaluation data from these teacher-led innovation programmes has enabled local teams to review and develop their practice. Data have been analysed by the Cambridge team in order to support the recommendations in this report. Through a process of cross programme evaluation and international networking, the project team has been able to refine and develop strategies, techniques, tools and materials that can now be offered as a framework to support a renewal of teacher professionality and school reform across Europe. This report underpins other publications which include:  An issue of the {‘inFORM’} bulletin published by Leadership for Learning: the Cambridge Network  A Facilitators’ Guidebook to support those who wish to establish teacher leadership programmes  A collection of stories published as a special edition of the Teacher Leadership journal All of these are available for free download at www.leadershipforlearning.org.uk and www.teacherleadership.org.uk
Added by: Rémi Thibert  
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