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The Emergence and Failure to Launch of Hybrid Teacher Leadership.

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Title: The Emergence and Failure to Launch of Hybrid Teacher Leadership.
Authors: Bagley, Sylvia S.1, Margolis, Jason2
Source: International Journal of Teacher Leadership. Spring2018, Vol. 9 Issue 1, p33-46. 14p.
Subject Terms: *Teacher leadership, *Teachers, *Occupations, *Professional education, *Education
Abstract: Hybrid teacher leadership (HTL) - that is, teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity - seemed poised to evolve as a more systemic enterprise at the turn of the century; however, implementation has been surprisingly sporadic. In this article, we explore Washington (a state long known for its support of teacher leadership) as a case study of HTL's failure to launch fully as a statewide initiative. Through examining the intersection of recent research and the diverse considerations related to the creation and maintenance of HTL roles, our goal is to provide meaningful insights into the re-envisioning of HTL in the 21st century. While numerous challenges prevail with structuring and supporting HTL, its potential to broadly impact teacher learning, professional development, and student outcomes make the enterprise worth continued consideration and support. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Teacher Leadership is the property of California State Polytechnic University, College of Education & Integrative Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Emergence and Failure to Launch of Hybrid Teacher Leadership.
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  Data: Hybrid teacher leadership (HTL) - that is, teachers whose official schedule includes both teaching K-12 students and leading teachers in some capacity - seemed poised to evolve as a more systemic enterprise at the turn of the century; however, implementation has been surprisingly sporadic. In this article, we explore Washington (a state long known for its support of teacher leadership) as a case study of HTL's failure to launch fully as a statewide initiative. Through examining the intersection of recent research and the diverse considerations related to the creation and maintenance of HTL roles, our goal is to provide meaningful insights into the re-envisioning of HTL in the 21st century. While numerous challenges prevail with structuring and supporting HTL, its potential to broadly impact teacher learning, professional development, and student outcomes make the enterprise worth continued consideration and support. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Teacher Leadership is the property of California State Polytechnic University, College of Education & Integrative Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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