skip to content
From the Classroom to the Principal's Office: How the Teach for America Experience Influences School Leadership Preview this item
ClosePreview this item
Checking...

From the Classroom to the Principal's Office: How the Teach for America Experience Influences School Leadership

Author: Hunt Taylor, Rikki
Publisher: ScholarlyCommons 2017-01-01T08:00:00Z
Dissertation: Thesis / Dissertation ETD
Edition/Format:   Thesis/dissertation : Thesis/dissertation
Summary:
In urban education, both researchers and practitioners seek to understand the complexities of school leadership. In urban schools, school leaders are expected to be instructional leaders, guiding the work of teachers, changing pedagogical practices, and ensuring that an overall effective instructional program is cultivated. This role is difficult in any school, and especially so in schools with children that are  Read more...
Rating:

(not yet rated) 0 with reviews - Be the first.

Subjects
More like this

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Genre/Form: text
Material Type: Thesis/dissertation
Document Type: Book
All Authors / Contributors: Hunt Taylor, Rikki
OCLC Number: 1088512948
Language Note: ENG

Abstract:

In urban education, both researchers and practitioners seek to understand the complexities of school leadership. In urban schools, school leaders are expected to be instructional leaders, guiding the work of teachers, changing pedagogical practices, and ensuring that an overall effective instructional program is cultivated. This role is difficult in any school, and especially so in schools with children that are impacted by social and economic barriers. Urban school districts face a second problem: attracting and maintaining high quality teachers. In urban school districts, teacher shortage continues to be a concern. Twenty years ago, Teach for America was formed in response to this issue. TFA corps members were chosen from the best students in the nation’s top universities to participate in a rigorous induction process that would quickly prepare them for the classroom. It is expected that corps members teach for two years, and return to the corporate industry, applying the lessons that they have learned in the classroom to their new profession. However, many fall in love with education and choose to stay to work as teachers beyond their two-year commitment. As school districts look for school leaders who have specific qualities and skills, TFA corps members are looking for more opportunities in the schools. Trained to consider themselves leaders and to focus on accountability for their students, TFA corps members have chosen to move into positions of leadership within schools, and are electing to become principals and district leaders. As school districts attempt to develop and maintain school leaders, understanding the interplay between TFA core values and how these values transfer into instructional leadership can be an important contribution to the topics of school leadership and in school reform. Through interview and observation of principals, this study of instructional leadership seeks to answer the following question: How does the TFA experience shape the i

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

Be the first.

Similar Items

Related Subjects:(1)

Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


Primary Entity

<http://www.worldcat.org/oclc/1088512948> # From the Classroom to the Principal's Office: How the Teach for America Experience Influences School Leadership
    a schema:Book, schema:CreativeWork, bgn:Thesis ;
    bgn:inSupportOf "Thesis / Dissertation ETD" ;
    library:oclcnum "1088512948" ;
    schema:about <http://experiment.worldcat.org/entity/work/data/8947996665#Thing/educational_leadership> ; # Educational leadership
    schema:creator <http://experiment.worldcat.org/entity/work/data/8947996665#Agent/hunt_taylor_rikki> ; # Hunt Taylor, Rikki
    schema:datePublished "2017/01/01T08:00:00Z" ;
    schema:datePublished "2017" ;
    schema:description "In urban education, both researchers and practitioners seek to understand the complexities of school leadership. In urban schools, school leaders are expected to be instructional leaders, guiding the work of teachers, changing pedagogical practices, and ensuring that an overall effective instructional program is cultivated. This role is difficult in any school, and especially so in schools with children that are impacted by social and economic barriers. Urban school districts face a second problem: attracting and maintaining high quality teachers. In urban school districts, teacher shortage continues to be a concern. Twenty years ago, Teach for America was formed in response to this issue. TFA corps members were chosen from the best students in the nation’s top universities to participate in a rigorous induction process that would quickly prepare them for the classroom. It is expected that corps members teach for two years, and return to the corporate industry, applying the lessons that they have learned in the classroom to their new profession. However, many fall in love with education and choose to stay to work as teachers beyond their two-year commitment. As school districts look for school leaders who have specific qualities and skills, TFA corps members are looking for more opportunities in the schools. Trained to consider themselves leaders and to focus on accountability for their students, TFA corps members have chosen to move into positions of leadership within schools, and are electing to become principals and district leaders. As school districts attempt to develop and maintain school leaders, understanding the interplay between TFA core values and how these values transfer into instructional leadership can be an important contribution to the topics of school leadership and in school reform. Through interview and observation of principals, this study of instructional leadership seeks to answer the following question: How does the TFA experience shape the i" ;
    schema:exampleOfWork <http://worldcat.org/entity/work/id/8947996665> ;
    schema:genre "text" ;
    schema:name "From the Classroom to the Principal's Office: How the Teach for America Experience Influences School Leadership" ;
    schema:productID "1088512948" ;
    schema:publication <http://www.worldcat.org/title/-/oclc/1088512948#PublicationEvent/scholarlycommons_2017_01_01t08_00_00z> ;
    schema:publisher <http://experiment.worldcat.org/entity/work/data/8947996665#Agent/scholarlycommons> ; # ScholarlyCommons
    wdrs:describedby <http://www.worldcat.org/title/-/oclc/1088512948> ;
    .


Related Entities

<http://experiment.worldcat.org/entity/work/data/8947996665#Agent/hunt_taylor_rikki> # Hunt Taylor, Rikki
    a bgn:Agent ;
    schema:name "Hunt Taylor, Rikki" ;
    .

<http://experiment.worldcat.org/entity/work/data/8947996665#Agent/scholarlycommons> # ScholarlyCommons
    a bgn:Agent ;
    schema:name "ScholarlyCommons" ;
    .

<http://experiment.worldcat.org/entity/work/data/8947996665#Thing/educational_leadership> # Educational leadership
    a schema:Thing ;
    schema:name "Educational leadership" ;
    .


Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.