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dc.contributor.authorDanello, Rebecca Davisen_US
dc.date.accessioned2014-03-14T20:09:06Z
dc.date.available2014-03-14T20:09:06Z
dc.date.issued2008-03-28en_US
dc.identifier.otheretd-04082008-020831en_US
dc.identifier.urihttp://hdl.handle.net/10919/26694
dc.description.abstractThe teachersâ lounge was once the only oasis of camaraderie among teachers engaged in the rigors of public education. Today, fellowship among teachers looks quite different and is no longer relegated to the teachersâ lounge. Indeed, in a successful school it is pervasive, and so are the teachers who become leaders of their fellow colleagues and play a significant role in school improvement and renewal. Operating in a variety of roles and possessed of personal and professional traits that have earned them the respect of their colleagues, principals, and district leaders, these teacher leaders have enriched the instructional landscape and the cultures of their schools. However, the research suggests that, in general, teacher leaders themselves have received little, if any, formal training for their jobs as leaders among their peers. As principals rely more on the expertise of these teachers, as the complexities of public education continue to multiply, and as the demographics of the teaching profession change, an obligation exists to investigate the professional development needs of teacher leaders. Teacher leaders must be skilled in building trusting, respectful relationships, a professional fellowship, among their peers if they wish for them to follow their lead down the path to self-improvement, student achievement, and school excellence. A mission of this importance deserves the best teacher leaders that training can produce. An examination of the necessary knowledge, skills, and dispositions and how teacher leaders develop them will help school districts provide specialized training for them.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartRebeccaDanello.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectCase Studyen_US
dc.subjectProfessional Developmenten_US
dc.subjectTeacher Leadershipen_US
dc.subjectTeacher Leadersen_US
dc.titleFirst Fellowship Then Followership: Training for a New Generation of Teacher Leadersen_US
dc.typeDissertationen_US
dc.contributor.departmentEducational Leadership and Policy Studiesen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineEducational Leadership and Policy Studiesen_US
dc.contributor.committeememberSalmon, Richard G.en_US
dc.contributor.committeememberByers, Larryen_US
dc.contributor.committeememberWatson, Russell L.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04082008-020831/en_US
dc.contributor.committeecochairTwiford, Travis W.en_US
dc.contributor.committeecochairMallory, Walter D.en_US
dc.date.sdate2008-04-08en_US
dc.date.rdate2008-04-29
dc.date.adate2008-04-29en_US


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