ILASCD Journal

Winter 2016

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Page 7 of 73

Introduction If teachers can become skilled at integrating the change process, they can become one of the most powerful agents of school improvement. Moral purpose (the need to make a difference) motivates teachers to advocate for instructional change that in turn increases student learning (Fullan, 1993). Not only should teachers be experts in content areas, but they should also know how to mediate change within others toward achieving a common purpose. (See Figure 1 for Six Domains of Teacher Leadership). From this perspective, the interactions between teachers around meaningful goals become the lever for changing minds, and consequently, changing the practices and learning outcomes within schools (Dorn, 2015, p. 2). Teachers as Agents of Change Linda Dorn & Kent Layton Hot Topic 1. Knowledge of teaching, learning, and assessment 2. Knowledge of collegiality 3. Knowledge of educational context 4. Opportunities for continuous learning 5. Management of the change process 6. Sense of moral purpose Figure 1: Fullan's Six Domains of Teacher Leadership Fullan, M. (1995). The school as a learning organization: Distant dreams. Theory into Practice, 34(4), 230-235. WINTER 2016 | VOLUME 62 | NUMBER 4 | PAGE 8

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