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Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: Association for Supervision and Curriculum Development. Darling-Hammond, L. (2010, May). Recognizing and developing effective teaching: What policy makers should know and do (NEA Policy Brief). Washington, DC: National Education Assoctaion. pdf Dewey, J. (1916). Democracy and education. New York, NY: The Free Press. Dewey, J. (1933). ). Boston, MA: DC Heath. , & Crowther, F. (2011). Sustainable school capacity building – One step back, two steps forward?
Gawande, A. (2013). Slow ideas. The New Yorker. com/magazine/2013/07/29/slow-ideas Glaser, E. M. (1941). An experiment in the development of critical thinking. New York, NY: Teacher’s College, Columbia University. Glickman, C. D. (2002). The courage to lead. Educational Leadership, 59(8), 41–44. , Bruch, B. , & Max, J. (2013). Transfer incentives for high-performing teachers: Final results from a multisite randomized experiment. Washington, DC: US Department of Education. , Kane, T. , & Staiger, D.
Teacher leaders have professional learning needs and principals should not only recognize these needs but provide meaningful professional development to teacher leaders in order to meet these educational requirements. The top ten learning needs for teacher leaders as identified by Gordon, Jacobs, and Solis (2014) are: • • • • • • • • • • Interpersonal Skills Organizing Knowledge of Curriculum and Instructional Innovations Mentoring Group Process Technology Facilitating Change Training and Coaching Leading Reflective Inquiry and Addressing Diversity It is the role of the principal to support teacher leaders and provide ample opportunities for teacher leaders to participate in their own professional learning so they can better understand the needs of their colleagues and be prepared to support them as they confront challenges.