In the current climate of education reform, where one innovation is often quickly replaced with another, the concept of teacher ownership is critical. Those responsible for change must have a voice in creating and directing that change: teachers cannot be viewed as simply the implementers.
The Annenberg Institute for School reform conducted a mixed-methods study to examine how some high schools in California, implementing various improvement approaches (Linked Learning, community schools, and Promise Neighborhoods), have engaged teachers in transforming teaching and learning. Findings suggest that teacher ownership exists where:
- Teachers are able to co-construct knowledge and influence and lead school improvement efforts.
- Supports and practices are in place that allow teachers to break down barriers and work collectively to build system coherence.
- A school’s culture values teachers’ collective expertise and knowledge and recognizes that schools are social and cultural, as well as academic, institutions.
Based on study findings, Annenberg has released a new series of publications and supplementary materials examining how teachers can gain a sense of ownership of school and system-level improvement efforts.
To access the report, see: http://www.annenberginstitute.org/sites/default/files/product/928/files/GettingToTeacherOwnershipReport.pdf
For the supplementary materials, see: http://www.annenberginstitute.org/publications/GettingToTeacherOwnership
