Abstract
Until recently, the terms teacher and leadership were not often mentioned in the same sentence.Educational leadership was synonymous with school administration, and teachers viewed themselvesas followers rather than leaders. Over the past fifteen years, this perception has changed. Due tofederal mandates such as No Child Left Behind (NCLB) and Response to Intervention (RtI), teacherroles and responsibilities have expanded (Le Cornu, 1999) and distributed school leadership hasbecome the norm (Danielson, 2006; Harrison & Killion, 2007).
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