Abstract:
This study is a portraiture that examines the impact of shared leadership and school partnering in two high-poverty schools. It discusses teachers' views of school culture and their own self-efficacy. Additionally, each teacher shares his or her view of educating children in poverty and the impact of shared leadership. The study includes five participants with a single portrait written about each. Each participant is a teacher who serves on a school leadership team in a high-poverty school. The two schools involved in this study are part of a unique shared leadership model designed around a school partnership
