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2018
Volume 31, Issue 1
  • ISSN: 1943-3050
  • E-ISSN:

Abstract

What would happen if teachers—fed up with NCLB and the delimiting of teacher professionalism to test prep—could vote for “new” school leaders? What would they look like? What would they promise? How would we assess their performance? Teachers want to be led, not managed, and teachers want to be—and should be—a voice in school change. The authors included in this issue of ELQ might help us point the way to a “new” era of school leadership—one that takes student achievement, educational equity, and teacher professionalism more seriously. Also included is a review of Literacy Coaching: A Handbook for School Leaders by Dale E. Moxley and Rosemarye T. Taylor.

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/content/journals/10.58680/elq20066766
2008-08-01
2024-06-18
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  • Article Type: Research Article
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