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- Spending year in & year out performing the same role is
inherently deadening
- Without substantial outside stimulation, commitment,
motivation & effectiveness is reduced
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- Responsibility is left solely to Dzformal leadersdz
- Failure to prepare younger teachers for future leadership roles
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- Educational change that does not involve & is not
supported by teachers usually ends up as change for the
worse.
- Excluding teachers from the task of leadership or the
process of change is in this sense neither practical nor
politic.
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a. Belief of teachers that participation in decision making
is only made available as a way to vent out frustrations
b. They have little or no real impact in decision making
outcomes
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a. Lack of definition & clarity regarding change efforts
b. Inadequate or inappropriate resources
c. Lack of hierarchal support
d. Sources of resistance from school personnel (including
principalǯs or central office staff membersǯ fear of losing
power)
e. Forms of teacher resistance (reluctance to change, roles &
responsibilities, lack of skills, lack of trust)
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Teacher 1: ü  
 
  
    
   
      

- This statement suggests paucity of imposed plans.


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Teacher 2: ü  
 
  
         
       

        
       
   

- Here is a teacher with extreme initiative, one who is


probably difficult for the principal to direct.
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Teacher 3: ü     
 
    
      
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- This teacher would please the growing body of educators


who favor free as opposed to structured planning.
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Teacher 4: ü    " 

     
      
 

- Ambivalence is characteristic of uncertain persons in an


unstable profession.
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Teacher 5: ü   
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- Perhaps this is a reminder to planners & administrators that
they should know their teachersǯ values & at least begin
by working accordance with these values.
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Teacher 6: ü#    
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- DzPreservers of the faithdz are found outside the bounds of


religion.
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1. teacherǯs position
2. Teaching (grade) levels
3. Social organization of their school
4. Areas of decision making in which they
are to voice judgments
5. Professionalism of their fellow teachers
6. Size and wealth of their school
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1. They work & plan with their pupils.
- Learning from children
2. They engage in individual study.
- Learning from books
3. They share experiences concerning
curriculum with other teachers
- Learning from one another (with
colleagues)
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o School wide reform requires a new vision
of professionalism, where teachers
assume a major role and responsibility for
the schools (Bodilly, 1996).
o It necessitates making fundamental
changes in the way instruction is provided,
and, usually, redefining roles and
relationships, reconsidering allocation of
control and resources, and managing
conflict effectively (Timar, 1989)
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o Providing teachers with adequate
resources for implementation, such as
materials, professional development, and
time for planning, promotes their support.
3. ,-('**&(à5/'7'5(,'!
o Professional development is at the heart
of school change efforts. Its type, level,
and quality are linked to successful
implementation
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o Some CSR models are very prescriptive and
provide curricula and assessments (e.g.,
Success for All), while other models rely
more on the school to develop materials that
support the philosophy of the reform (e.g.,
Coalition of Essential Schools). The models
which provide more prescriptive materials,
curriculum, and assignments have faster
implementation rates (Bodilly, 1996, 1998;
Stringfield et al., 1997).
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 /  ) = teachers are experts
on teaching
` ,
 ) = teachers can
provide good judgments about
educational issues
] ' = empowered teaching is
characterized by reflection & self-
fulfilment
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m /  ) = empowerment is
democratic reform that yields
broadened participation
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   "= bottom-up
as well as a top-down; teachers
reclaiming their right to have a say in
policies affecting them
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