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Sliding the Doors: Locking and Unlocking Possibilities for Teacher Leadership by Diane Yendol Silva, Belinda Gimbert & James Nolan — 2000This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- 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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