Resource or reform? The role of the program resource teacher in urban elementary schools

This exploratory study investigates how specific features of organizational context and teachers' individual interests and background combine to shape the position titled “program resource teacher” in urban elementary schools. This role has a dual mission of expanding teachers' leadership or career opportunities, and improving support for students traditionally under-served by schools. Primarily funded by categorical state and federal funds linked to school improvement initiatives, this position has all of the elements of an expanded teaching role: it broadens responsibility towards students beyond a teacher's own classroom, and entails more extensive collaboration with adults at the work site.; Resource teachers expressed and demonstrated three orientations to this expanded role: managerial, instructional, and reform-oriented. Most teachers (57%) reflected the managerial orientation, emphasizing program administration; those with least teaching experience embraced the instructional orientation (23%), focusing on direct instruction; and a small number of teachers took a reform orientation, stressing staff development and school improvement (20%). In each case, teachers had to resolve the structural ambiguity inherent in an “expanded” role with many possibilities. Contextual elements, such as district support, or the extent of collaboration at the school site, and individual elements, such as teachers' professional experience and formal preparation, influenced the role definition. The multiple and sometimes conflicting perceptions of the work on the part of different stakeholders produced a teaching position that took shape in a wide variety of ways at specific school sites. Orientation to the role served to reduce role ambiguity and the possibility of role conflict.; Resource teachers are positioned to improve educational programs through school reform and staff development. In principle, the role affords great potential for teachers to act as change agents at the site; however, the promise of reform and improvement does not materialize in the way one might expect. The managerial orientation dominates the role. The stage is set for further investigation into the effect of these orientations, and how best to reconcile the inherent uncertainties in resource teacher roles, so that teachers, principals, and the wider school community can make the most of this opportunity for school site leadership.