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Sliding the Doors: Locking and Unlocking Possibilities for Teacher Leadership


by Diane Yendol Silva, Belinda Gimbert & James Nolan — 2000

This case study describes the experience of three teacher leaders who attempt to lead from within their classroom. Interview and biographical data were collected and analyzed both within case and across cases. The cases individually describe the experiences of teacher leaders and the cases collectively help us define the components of teacher leadership along with the barriers and facilitators that teacher leaders face. The results of these analyses identify the following assertions: teacher leaders navigate the structures of schools, teacher leaders nurture relationships, teacher leaders model professional growth, teacher leaders help others with change, and teacher leaders challenge the status quo by raising children’s voices. These assertions suggest the need for rethinking organizational structures that inhibit as well as facilitate teacher leadership from within the classroom.


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Cite This Article as: Teachers College Record Volume 102 Number 4, 2000, p. 779-804
http://www.tcrecord.org ID Number: 10504, Date Accessed: 12/20/2014 9:34:13 PM

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About the Author
  • Diane Silva
    University of Florida
    Diane Yendol Silva is an assistant professor of education at the University of Florida. She has interests in teacher development, learning in organizations, and school/university collaboration.
  • Belinda Gimbert
    Pennsylvania State University
    Belinda Gilbert is a doctoral student in Curriculum and Instruction at the Pennsylvania State University. She has interests in professional development through university/school partnerships, reflective supervision, and classroom learning environments.
  • James Nolan
    Pennsylvania State University
    James F. Nolan is an associate professor of education at the Pennsylvania State University. He has interests in teacher change, reflective practice, professional development, and classroom management.
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