Teacherpreneurs: Innovative Teachers Who Lead But Don't Leave
Barnett Berry, Ann Byrd, Alan Wieder
Format: PDF / Kindle (mobi) / ePub
We need a bold new brand of teacher leadership that will create opportunities for teachers to practice, share, and grow their knowledge and expertise.
This book is about "teacherpreneurs"—highly accomplished classroom teachers who blur the lines of distinction between those who teach in schools and those who lead them. These teacherpreneurs embody the concept that teachers can teach as well as lead the transformation of teaching and learning. It’s about empowering expert teachers who can buoy the image of teaching and enforce standards among their ranks while all along making sure that their colleagues as well as education policymakers and the public know what works best for students.
The book follows a small group of teacherpreneurs in their first year. We join their journey toward becoming teacher leaders whose work is not defined by administrative fiat, but by their knowledge of students and drive to influence policies that allow them and their colleagues to teach more effectively. The authors trace the teacherpreneurs' steps—and their own—in the effort to determine what it means to define and execute the concept of "teacherpreneurism" in the face of tough demands and resistant organizational structures.
model of teaching and learning still in place today. SHARED EXPERIENCES The stories of these pedagogical powerhouses and their development as leaders jolt our nation’s current policy structures. Without question these eight teacher leaders took different routes to arrive at classroom teaching—everything from an internship 36 WEBC03 06/19/2013 15:30:48 Page 37 as an instructional assistant to a ﬁfteen-month master’s degree in education; a ﬁveweek alternative certiﬁcation program; and, in
terriﬁc. She had policymakers in the audience really listening to her. You could see how they trusted her voice.” Principal Pam Smiley encouraged Jessica to take on the teacherpreneurial role so she could help lead much-needed teacher evaluation reforms back at Horizon. In describing Jessica’s leadership persona, Pam pointed out that “what many see as another assignment, Jessica often sees as an opportunity to learn something that allows her to know her students better, to teach more effectively,
Teacherpreneurs WEBC03 06/19/2013 15:30:55 Page 53 curriculum and preparation of materials are made to allow students many ramps to access the content.” Ariel, unlike most new entrants to the teaching profession, had an opportunity to try out progressive teaching techniques at both high-functioning as well as high-need schools. She was part of an experiment (Partnership for Quality), funded by a federal grant, to establish internships in several types of schools that had varying needs and
makes us think,” he is “very funny,” he has “so much patience,” and “I am more conﬁdent that I can learn when he teaches me.” Then Ashley, whom Jose inspired to engage in community service (and who now wants to be a teacher), got her peers to settle down so she could be heard loud and clear: “I think Mr. Vilson is a really great teacher. In the seventh grade I used to have problems with math, but with his way of teaching I don’t. Now it clicks for me. He really knows all of us.” Principals who
abstract. Table 340; Public elementary and secondary schools and enrollment. Retrieved from http:// www.census.gov/prod/2011pubs/11statab/pop.pdf; United States Department of Education. (n.d.). Retrieved from http:// en.wikipedia.org/wiki/United_States_Department_of_Education. possess a specialized body of knowledge.2 Teachers, like those in New York City, who still use time cards and punch clocks, continue to work in early-twentieth-century, assembly-line factory fashion. But Jessica’s story