Abstract
ABSTRACT In an era defined by educational reform, teacher education requires strong, informed, and reflective leadership. Although teacher education faculty leadership is essential to reform, identifying and supporting the development of teacher educators who assume administrative leadership positions remains critical. Unfortunately, the transition into academic leadership often lacks training and support, leaving leaders isolated and learning as they lead. In this study, the authors – leaders at different institutions with different leadership roles as dean and program director – used self-study methods to explore questions related to teacher education leadership. Specifically, we found that reform-minded teacher education leaders should find professional fit in the programs and institutions they lead, find ways to maintain their work as teacher educator-scholars, have a willingness to express uncertainties related to their work as leaders, and learn to facilitate and support change in teacher education. Implications include a need for teacher education leadership training and mentoring, as well as providing space for leaders to support one another across institutions and ranks.
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