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	<title>Teacher Working Conditions</title>
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	<link>http://workingconditions.net</link>
	<description>They matter!</description>
	<pubDate>Mon, 08 Jun 2009 19:50:45 +0000</pubDate>
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		<title>Setting the Stage - Joseph Murphy</title>
		<link>http://workingconditions.net/?p=255</link>
		<comments>http://workingconditions.net/?p=255#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:06:47 +0000</pubDate>
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		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=255</guid>
		<description><![CDATA[Overview:
Dr. Joseph Murphy from Peabody College of Education of Vanderbilt University in Tennessee states that for the last quarter-century, the world has witnessed a nearly unbroken chain of initiatives to reform education. These interventions have germinated in a wide variety of ideological seedbeds. They have emerged in response to powerful changes underway in the larger [...]]]></description>
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		<title>Part 1 - Introduction</title>
		<link>http://workingconditions.net/?p=257</link>
		<comments>http://workingconditions.net/?p=257#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:06:38 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=257</guid>
		<description><![CDATA[Joseph Murphy establishes the focus of his presentation, namely teacher leadership as a necessary condition of work for teachers, for organizational improvement, and for academic and social learning for students. He refers to Ken Leithwood’s research and observes that teacher leadership cuts across a number of the conditions and variables that Leithwood talks about in [...]]]></description>
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		<title>Part 2 - What Are the Forces Supporting Teacher Leadership?</title>
		<link>http://workingconditions.net/?p=259</link>
		<comments>http://workingconditions.net/?p=259#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:06:29 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=259</guid>
		<description><![CDATA[Murphy poses the first question we need to ask ourselves: “What are the forces supporting teacher leadership?” He explains that the idea of leadership-dense organizations is a relatively new phenomenon. Three changes are crucial to whether teacher leadership gets off the ground, makes a difference in working conditions for teachers, and improves schools in term [...]]]></description>
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		<title>Part 3 - Redefining School Leadership</title>
		<link>http://workingconditions.net/?p=262</link>
		<comments>http://workingconditions.net/?p=262#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:06:19 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=262</guid>
		<description><![CDATA[Under the umbrella of redefining school leadership, Murphy feels that the kind of leadership we need for community-driven organizations—as opposed to hierarchical or bureaucratic organizations—must be different. It is time to widen the lens in search of a model of school leadership for more productive schools. Murphy notes that when you begin to shift to [...]]]></description>
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		<title>Part 4 - Changing Calculus of School Improvement</title>
		<link>http://workingconditions.net/?p=264</link>
		<comments>http://workingconditions.net/?p=264#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:06:10 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=264</guid>
		<description><![CDATA[Joseph Murphy expands on the final reason why there is this force supporting teacher leadership, referring to the changing calculus of school improvement. He touches on the notion that centralized control and market-based types of reform are receding in favour of professional models of improvement and reform. Murphy suggests that once you begin to privilege [...]]]></description>
		<wfw:commentRss>http://workingconditions.net/?feed=rss2&amp;p=264</wfw:commentRss>
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		<title>Part 5 - What’s the Theory and Action? What’s the Engine That Drives This Reform?</title>
		<link>http://workingconditions.net/?p=267</link>
		<comments>http://workingconditions.net/?p=267#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:06:00 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=267</guid>
		<description><![CDATA[The second question Murphy addresses is: “What is the ‘theory in action’ or engine that drives this reform?” When you look at any major school reform, each of the vehicles that drive the reform has a very different engine and you hope that the engine that you are putting into your vehicle is the right [...]]]></description>
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		<title>Part 6 - Pathways to Create Teacher Leadership in Schools</title>
		<link>http://workingconditions.net/?p=270</link>
		<comments>http://workingconditions.net/?p=270#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:05:52 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=270</guid>
		<description><![CDATA[Murphy outlines two broad pathways to create teacher leadership. One is “Role-Based Strategies” and the other is “Community-Based Strategies”. Murphy emphasizes that he does not want to present one pathway as good and the other as bad. Instead, he describes the community-based side as having a more powerful set of ideas, such that one would [...]]]></description>
		<wfw:commentRss>http://workingconditions.net/?feed=rss2&amp;p=270</wfw:commentRss>
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		<title>Part 7 - Why Teacher Leadership is Difficult to Infuse – Organizational Structures</title>
		<link>http://workingconditions.net/?p=273</link>
		<comments>http://workingconditions.net/?p=273#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:05:45 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=273</guid>
		<description><![CDATA[Next, Murphy talks about why teacher leadership is difficult to infuse or to get into place. Two major problems exist: organizational structure, and culture. He emphasizes the need to look at school structures and how we can rebuild structures that support teacher leadership. We need to be “planful” about it by including the school community, [...]]]></description>
		<wfw:commentRss>http://workingconditions.net/?feed=rss2&amp;p=273</wfw:commentRss>
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		<title>Part 8 - Why Teacher Leadership is Difficult to Infuse – Cultures and Norms</title>
		<link>http://workingconditions.net/?p=275</link>
		<comments>http://workingconditions.net/?p=275#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:05:36 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=275</guid>
		<description><![CDATA[Murphy discusses cultural barriers in more detail. Evidence demonstrates that schools’ culture is often somewhere between non-supportive and heavily toxic to notions of teacher leadership. If one doesn’t address the culture, it will be impossible to bring teacher leadership into the school. Also, there are two cultures that exist: the culture of the school and [...]]]></description>
		<wfw:commentRss>http://workingconditions.net/?feed=rss2&amp;p=275</wfw:commentRss>
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		<title>Part 9 - Areas of Support for Schools to Develop Teacher Leadership</title>
		<link>http://workingconditions.net/?p=278</link>
		<comments>http://workingconditions.net/?p=278#comments</comments>
		<pubDate>Thu, 13 Nov 2008 21:05:28 +0000</pubDate>
		<dc:creator>admin</dc:creator>
		
		<category><![CDATA[Dr. Joseph Murphy]]></category>

		<guid isPermaLink="false">http://workingconditions.net/?p=278</guid>
		<description><![CDATA[Murphy concludes with a final question: What can we do to get teacher leadership into place? He presents seven broad areas of support that are needed to make this happen in schools:

Developing relationships in support of teacher leadership – must be valued
Recasting leadership – structures, culture, capacity, and resources are critical
Building strong relationships with teachers [...]]]></description>
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