Strategy 10: Encourage Positive Faculty Relationships
Create working conditions that encourage positive relationships among faculty members,
particularly between teachers and teacher leaders.
Resource 48: Roles and Relationships that Support Teacher Leadership
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from
two decades of scholarship. Review of Educational Research, 74(3), 255–316.
Research suggests that the following roles and relationships support teacher leadership:
• Colleagues recognize and respect teacher leaders as teachers with subject area expertise.
• High trust and positive working conditions prevail among peers and administrators.
• Assignment of teacher leadership work is central to the teaching and learning process, as
opposed to administrative or management tasks.
• Recognition of ambiguity and difficulty in teacher leadership roles.
• Principal support for teacher leadership through formal structures, informal behaviors,
coaching, and feedback.
• Clarity about teacher leader and administrator leadership domains, including common
ground.
• Attention to interpersonal aspects of the relationship between teacher leader and
principal. (pp. 270–271)
Resource 49: Teacher Working Conditions Matter
Emerick, S., Hirsch, E., & Berry, B. (2005, October). Conditions for learning. ASCD Infobrief.
Retrieved November 1, 2007, from
http://shop.ascd.org/productdisplay.cfm?categoryid=mag&productid=105131
This resource details the findings of a survey of teacher working conditions in North Carolina
and South Carolina.
About Me
- Education For All
- I am creative, outgoing and love nature. I am at the top of it all and I know who got me there. My daily Prayer to the Most High God is-- "Oh that Thou wouldest bless me indeed, and enlarge my coast, and that Thine hand might be with me, and that Thou wouldest keep me from evil, that it may not grieve me!"
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