Leading Without Permission

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Vol: 2009, Issue: 23

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Hummel, Robin
teacher leaders; instructional leadership; action research; Educational Leadership; Teacher Education and Professional Development
article description
Author Robin Hummel makes an emphatic, persuasive plea for teachers to seize the reins of instructional leadership and take responsibility - even in the face of recalcitrant administrators and increasingly prescriptive curricula - for their own professional learning and growth. She makes the case for action research as a particularly potent professional development tool, and shows how it serves to liberate teachers from inertia and dependency.