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The Educational Forum Volume 84, 2020 - Issue 2
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Articles

A Framework for Graduated Teacher Autonomy: Linking Teacher Proficiency With Autonomy

Ashley GrantSchool of Education, Johns Hopkins University, Baltimore, Maryland, USA; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-4647-723X
ORCID Icon,
Tristan HannSchool of Education, Johns Hopkins University, Baltimore, Maryland, USA;
,
Rebecca GodwinSchool of Education, Johns Hopkins University, Baltimore, Maryland, USA;
,
Daniel ShackelfordYale Law School, Yale University, New Haven, Connecticut, USA
&
Tyler AmesSchool of Education, Johns Hopkins University, Baltimore, Maryland, USA;
Pages 100-113 | Received 26 Jun 2017, Accepted 01 Aug 2018, Published online: 22 Jan 2020
 
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Abstract

Teachers’ autonomy contributes to their development and retention decisions. While proficient teachers would benefit from more autonomy, developing teachers often require more structure and guidance. This article reviews the literature surrounding autonomy and proposes an argument for a Graduated Teacher Autonomy framework: a theoretical tool matching teacher proficiency to autonomy. This dynamic framework has the potential to support the needs of all teachers and could improve teacher satisfaction, retention, development, and administrator–teacher relations.

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