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School- and District-Level Leadership for Teacher Workforce Development: Enhancing Teacher Learning and Capacity by M. Bruce King - 2004One of the prominent ways in which educational leaders shape school conditions and teaching practices is through their beliefs and actions regarding teacher learning. Of course, leaders must still attend to myriad important matters, such as selection, assignment, and retention of teachers; utilization of financial and other material resources; and cultivation of school-level leadership and school-family-community relations. But the shift to a greater emphasis on the instructional role of leaders should be paramount. In this chapter, I will address school- and district-level leadership for teacher workforce development through improving teacher learning and capacity.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 103. No. 1. |
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- M. King
University of Wisconsin, Madison
E-mail Author
M. BRUCE KING is a Research Scientist at the Wisconsin Center for Education Research at the University of Wisconsin, Madison.
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