ABSTRACT This paper explores a teacher leadership development programme initiated by a university-based educational innovation centre that convened 40 teacher leaders from 22 different school districts across Florida for an 18-month voluntary professional learning experience. Underpinning this initiative was a theory of teacher leadership development aimed at developing a culture of professional learning at individual teacher, school and district level. It was designed to challenge, at both school and district level, a perceived ambivalence among senior leadership to teacher led-initiatives aimed at enhancing the professional knowledge and skill of their colleagues. Findings indicate that participation in a university-sponsored programme, as well as developing collaboration among teachers, served to promote a commitment to teacher-led leadership. Further, the researchers identified specific strategies which would encourage Fellows to explore new areas of learning. This also entailed confronting obstacles and disincentives employed by teaching colleagues and senior leaders at both school and district level. This article explores not only the conditions and practices that shaped the programme but also the larger contextual factors that determine when, how, and if teacher leaders are able to exercise leadership.

中文翻译：

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佛罗里达教师领袖奖学金计划的成败

摘要本文探讨了由大学为基础的教育创新中心发起的教师领导能力发展计划，该计划召集了来自佛罗里达州22个不同学区的40名教师领导，以期为期18个月的自愿性专业学习经历。该倡议的基础是教师领导能力发展的理论，旨在发展个别教师，学校和学区一级的专业学习文化。它旨在在学校和地区层面挑战高层领导者对教师主导行动的歧义，以提高同事的专业知识和技能。调查结果表明，参与大学赞助的计划以及在教师之间发展协作有助于促进对教师领导的领导能力的承诺。此外，研究人员确定了鼓励研究员探索新的学习领域的特定策略。这也带来了在学校和地区两级教授同事和高级领导者所面临的障碍和阻碍。本文不仅探讨影响该计划的条件和实践，还探讨了决定教师领导者何时，如何以及是否能够行使领导能力的更大的背景因素。