Topic: PRINCIPAL LEADERSHIP: INSULATING THE TEACHER PIPELINE
Research 8 scholarly sources about the topic above and write annotated bibliographies for each one. See INSULATING THE TEACHER PIPELINE
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Annotated Bibliography
Name of Student
Institutional Affiliation
Course Name
Annotated Bibliography
Coggins, C., & McGovern, K. (2014). Five Goals for Teacher Leadership. Phi Delta Kappan, 95(7), 15-21.
The articles outlines the important roles that teacher leadership plays in the school environment and the overall educational sector. The authors begin the article by highlighting the important role that teacher leadership has played at the federal, state, and district levels. According to the authors, teacher leadership has played a critical role in advocating for policy changes at both district, state, and federal levels. The authors underscore the importance of this teacher role by alluding to its significance in resource allocation.
Moreover, the authors discuss the need and importance of teacher leadership roles. The article points out that leadership is rooted in the belief that it has positive and measurable benefits to the students, schools, and the teaching profession. Consequently, the authors identify the five major roles of teacher leadership. The roles are improving of student outcomes, improving access of high-need students to effective teachers, extending careers for growth opportunities, expanding influence of effective teachers on peers, and ensuring teacher role in policy making. The article provides a good introduction and evaluation of the importance of teacher leadership roles.
Davis, B., Gooden, M., & Bowers, A. (2017). Pathways to the Principalship. American Educational Research Journal, 54(2), 207-240.
The article explores the career paths of teachers over 17 academic years, using a variety of contexts. Using data of about 11,000 Texas classroom teachers, the researchers examined teacher career paths to becoming principals. In undertaking the study, they used different historical analyses that include discrete-time hazard modeling to examine the possible influence of race, gender, and other characteristics in the teacher transition. To meet these research objectives, the authors developed two research questions. The first question was to determine whether and when the classroom teachers with principal certification transition. The other was to determine to what extend the individual teacher race, gender, and ethnicity or their combination contributed to the likelihood of teacher transition.
The researchers found that a larger proportion of teachers who transitioned into principalship were male White teachers. Also, it was found that the time served within an individual district was not a big determinant of transition into principalship. Moreover, the study found that just 15% of the certification occurred with in rural schools and that 33% of principalship occurred in rural schools.
Fink, D. (2011). Pipelines, pools and reservoirs: Building leadership capacity for sustained improvement. Journal of Educational Administration, 49(6), 670-684.
The research paper points to the capacity of schools to promote and sustain change and improvement among learners. However, the authors point out that there exist a shortage of willing leaders that has forced governments to invest more resources to fill the leadership “pipeline” with candidates that are qualified for leadership positions. The researchers examines these shortage and the implications of costly investment in leadership development by different governments. Using schools in Ontario, in England, and Eastern United States, the researchers examined the leadership development pools through a distribut
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