This study identified what attributes principals believe best exemplify a teacher leader in schools implementing the Advancement via Individual Determination (AVID) program and what attributes they take into consideration when selecting an AVID elective teacher. After surveying more than 1,100 principals, we found that principals tended to rate teacher leadership attributes high in all areas, although they were not in agreement in the areas of professional growth and school/district environments. Respondents also did not consider all teacher leader attributes when selecting their AVID elective teachers. Principals may therefore see an immediate need for a high-quality teacher to teach the AVID elective class yet initially underestimate the importance of the teacher's role in AVID as a catalyst for schoolwide reform.
Get full access to this article
View all access options for this article.
References
1.
BlanksteinA. M. (2004). Failure is not an option.Thousand Oaks, CA: Corwin Press.
2.
BlockJ. H., EversonS. T., & GuskeyT. R. (2001). Comprehensive school reform: A program perspective.Dubuque, IA: Kendall/Hunt.
3.
BorkoH., & LivingstonC. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26, 473–498.
4.
BrooksJ. S., ScribnerJ. P., & EferakorhoJ. (2004). Teacher leadership in the context of whole school reform. Journal of School Leadership, 14, 242–265.
5.
ChinJ. L., LottB., RiceJ. K., & Sanchez-HuclesJ. (2007). Women and leadership: Transforming visions and diverse voices.London: Blackwell.
6.
DanielsonC. (2007). The many faces of leadership. Educational Leadership, 65(1), 14–19.
7.
DatnowA., HubbardL., & MehanH. (2002). Extending educational reform: From one school to many.New York: Routledge/Falmer.
8.
DonaldsonG. A.Jr. (2007). What do teachers bring to leadership?Educational Leadership, 65(1), 26–29.
9.
EdmondsR. (1979). Effective schools for the urban poor. Educational Leadership, 37(1), 15–24.
10.
FullanM. (1991). The new meaning of educational change.New York: Teachers College Press.
11.
FullanM. (1993). Change forces: Probing the depths of educational reform.London: Falmer.
12.
GoldringE. B. (1993). Principals of dynamic schools: Taking charge of change.Newbury Park, CA: Corwin Press.
13.
GonzalesS., & LambertL. (2001). Teacher leadership in professional development schools: Emerging conceptions, identities and practices. Journal of Educational Leadership, 11, 6–24.
14.
GreenleeB. J. (2007). Building teacher leadership capacity through educational leadership programs. Journal of Research for Educational Leaders, 4(1), 44–74.
15.
HarrisA. (2004). Distributed leadership: Leading or misleading. Educational Management and Administration, 32(1), 11–24.
16.
HarrisA., & MuijsD. (2003). Teacher leadership and school improvement. Education Review, 16(2), 39–42.
17.
HarrisonC., & KillionJ. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74–77.
18.
HeckR. H., & BrandonP. R. (1995). Teacher empowerment and the implementation of school-based reform. Empowerment in Organizations, 3(4), 10–19.
19.
HockeyJ. (1993). Research methods: Researching peers and familiar settings. Research Papers in Education, 8(2), 199–225.
20.
HuertaJ., WattK. M., & AlkanE. (2008). Exploring the relationship between AVID professional development and teacher leadership. Academic Leadership, 6, 1.
21.
Institute for Educational Leadership. (2001). Leadership for student learning: Redefining the teacher as leader.Washington, DC: Institute for Educational Leadership.
22.
JohnsonS. M., & DonaldsonM. L. (2007). Overcoming the obstacles to leadership. Educational Leadership, 65(1), 8–13.
23.
KatzenmeyerM., & MollerG. (2001). Awakening the sleeping giant: Helping teachers develop as leaders.Thousand Oaks, CA: Corwin Press.
24.
KouzesJ., & PosnerB. (2003). Encouraging the heart: A leader's guide to rewarding and recognizing others.San Francisco: Jossey-Bass.
25.
LambertL. (2002). A framework for shared leadership. Educational Leadership, 59(8), 37–40.
26.
LiebermanA., SaxlE. R., & MilesM. B. (2000). Teacher leadership: Ideology and practice. In The Jossey-Bass reader on educational leadership (pp. 348–365). San Francisco: Jossey-Bass.
27.
LozanoA., WattK. M., & HuertaJ. (2009). A comparison study of 12th grade Hispanic students’ college anticipations, aspirations, and college preparatory measures. American Secondary Education, 38(1), 92–110.
28.
MehanH., VillanuevaI., HubbardL., & LintzA. (1996). Constructing school success: The consequences of untracking low-achieving students.Cambridge, UK: Cambridge University Press.
29.
MollerG. (2005). Teacher leaders. In PankakeA., LittletonM., & SchrothG. (Eds.), The administration and supervision of special programs in education (2nd ed., pp. 185–198). Dubuque, IA: Kendall/Hunt.
30.
MollerG., & PankakeA. (2006). Lead with me: A principal's guide to teacher leadership.Larchmont, NY: Eye on Education.
31.
OgawaR. (1993, April). The institutional sources of educational reform: The case of school-based management. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
32.
OvandoM. (1996). Teacher leadership: Opportunities and challenges. Planning and Changing, 27(1/2), 30–44.
33.
ReyesP., ScribnerJ. D., & ScribnerA. P. (1999). Lessons from high-performing Hispanic schools.New York: Teachers College Press.
34.
RosenthalR., PersingerG. W., & FodeK. L. (1962). Experimenter bias, anxiety, and social desirability. Percept Mot Skills, 15, 73–74.
35.
SabersD. S., CushingK. S., & BerlinerD. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28, 68–87.
36.
SackettD. L. (1979). Bias in analytic research. Journal of Chronic Diseases, 32, 51–63.
37.
SalinasC., & ReyesR. (2004). Creating successful academic programs for Chicana/o high school migrant students: The role of advocate educators. The High School Journal, 87(4), 54–65.
38.
SmylieM. A., & Brownlee-ConyersJ. (1992). Teacher leaders and their principals: Exploring the development of new working relationships. Educational Administration Quarterly, 28(2), 150–184.
39.
SmylieM. A., ConleyS., & MarksH. M. (2002). Exploring new approaches to teacher leadership for school improvement. In MurphyJ. (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (pp. 162–188). Chicago: National Society for the Study of Education.
40.
SmylieM. A., & HartA. (1999). School leadership for teacher learning and change: A human and social capital development perspective. In MurphyJ., & LouisK. S. (Eds.), Handbook of research on educational administration: A project of the American Educational Research Association (2nd ed., pp. 421–441). San Francisco: Jossey-Bass.
41.
SpillaneJ. P. (2006). Distributed leadership.San Francisco: Jossey-Bass.
42.
SwansonM. C. (2000). Rigor with support: Lessons from AVID. Leadership, 30(2), 26–29.
43.
SwansonM. C. (2005). AVID as the catalyst for schoolwide change. In AVID summer institute 2006 participant materials (pp. 10–13). San Diego, CA: AVID Center.
44.
TaylorD., & BogotchI. (1994). School-level effects of teacher participation in decision-making. Educational Evaluation and Policy Analysis, 16(3), 53–67.
45.
TochonF., & MunbyH. (1993). Novice and expert teachers’ time epistemology: A wave function from didactics to pedagogy. Teaching and Teacher Education, 9, 205–218.
46.
WasleyP. A. (1991). Teachers who lead: The rhetoric of reform and the realities of practice.New York: Teachers College Press.
WattK. M., HuertaJ., & CossioG. (2004). Leadership and AVID implementation levels in four south Texas border schools. Catalyst for Change, 33(2), 10–14.
49.
WattK. M., HuertaJ., & LozanoA. (2007). A comparison study of AVID and GEAR UP 10th-grade students in two high schools in the Rio Grande Valley of Texas. Journal of Education for Students Placed at Risk, 12(2), 1–29.
50.
WattK. M., PowellC. A., MendiolaI. D., & CossioG. (2006). School-wide impact and AVID: How have selected Texas high schools addressed the new accountability measures?Journal of Education for Students Placed at Risk, 11(1), 57–74.
51.
WattK. M., YanezD., & CossioG. (2002). AVID: A comprehensive school reform model for Texas. National Forum of Educational Administration and Supervision Journal, 19(3), 43–59.
52.
WimberlyG. L. (2002). School relationships foster success for African American students.Iowa City, IA: ACT.
53.
York-BarrJ., & DukeK.2004. What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.
