Examining Effective Teacher Leadership: A Case Study Approach
Examining Effective Teacher Leadership: A Case Study Approach
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Overview
This book examines the work of elementary-level, nonsupervisory, school-embedded, instructional teacher leader roles using research-based case studies. Instructional teacher leaders aim to help teachers develop the skills and knowledge necessary for continued instructional improvement and, ultimately, enhanced student learning. The authors use research to identify the fundamental components of instructional teacher leadership, which they present using actual school cases. For each case, the authors provide theoretical frameworks and activities to deepen understandings.
This research-based instructional resource:
- Illustrates the work of teacher leaders, the dilemmas they face, and the contexts within which they work.
- Facilitates the examination of teacher leadership from a variety of conceptual, theoretical, and analytical perspectives.
- Provides high-quality instructional materials for use in formal courses, professional development workshops, and by individuals engaged in teacher leadership.
“Sara Stoelinga and Melinda Mangin were among the first to recognize both the potential and the challenges of teacher leadership. . . . In their new book, they take the next important step to ensure that teacher leadership can succeed.”
—From the Foreword by Susan Moore Johnson, Harvard Graduate School of Education
“Clear. Authentic. Informative. Compelling. The authors capture many and varied realities of teachers who step into positions of leadership among their peers to advance teaching and learning. Most importantly, frameworks and strategies to support teacher leaders in this work also are offered. Required reading for teachers venturing into the realm of formal leadership positions.”
—Jennifer York-Barr, University of Minnesota
“It is rare in education literature to find a volume that succeeds, as this one does, in combining realistic portraits of professional practice with the analytical insights of academic research. This is an invaluable resource for improving our understanding of the role of instructional teacher leaders in education improvement.”
—Brian Lord, Education Development Center, Newton, MA
Product Details
| ISBN-13: | 9780807775318 |
|---|---|
| Publisher: | Teachers College Press |
| Publication date: | 11/23/2016 |
| Sold by: | Barnes & Noble |
| Format: | eBook |
| File size: | 4 MB |
About the Author
Table of Contents
Foreword Susan Moore Johnson ix
Acknowledgments xiii
Introduction 1
The Impetus Behind Teacher Leadership 2
Framing Instructional Teacher Leadership: Research and Theory 5
Meeting Practitioners' Needs 8
Part 1 Understanding the Work of Instructional Teacher Leaders: The Vignettes 13
The Vignettes 15
Vignette 1 Tasks and Functions: Susan 15
Vignette 2 Tasks and Functions: Matt 17
Vignette 3 Tasks and Functions: Stella 20
Vignette 4 Time Management: Maureen 22
Vignette 5 Relationships with Teachers: Cassie 24
Vignette 6 Work with Other School Leaders: Beverly 26
Vignette 7 Work with the Principal: Lucy 28
Vignette 8 Influence of School Norms and Structures: Abby 30
Vignette 9 The Teacher Leaders' Skills: Tara 32
Vignette Teaching Notes 35
Part 2 The Dilemmas of Instructional Teacher Leadership: Open-Ended Cases 43
Open-Ended Case 1 Leading Learning: Erin 45
Open-Ended Case 1 Teaching Notes: Case Analysis 49
Open-Ended Case 2 School Norms and Structures: Meg 53
Open-Ended Case 2 Teaching Notes: Case Analysis 58
Open-Ended Case 3 Relationship: MaryAnn 62
Open-Ended Case 3 Teaching Notes: Case Analysis 66
Open-Ended Case 4 Principal Support: Jeff 71
Open-Ended Case 4 Teaching Notes: Case Analysis 75
Open-Ended Case 5 Data-Based Improvement: Janie 80
Open-Ended Case 5 Teaching Notes: Case Analysis 85
Part 3 Situating Instructional Teacher Leadership in Complex Contexts: Scaffolded Case Studies 89
Barley School 91
Part 1 The Neighborhood and School 91
Part 2 Introducing the Literacy Reform 96
Part 3 A Tale of Three Challenges 99
Barley Teaching Notes 106
Sexton School District 110
Part 1 The District Context 110
Part 2 School-Level Reform 115
Part 3 Building Supports for Reform 120
Sexton Teaching Notes 125
Aurora School 128
Part 1 School Context and the Need for Reform 128
Part 2 The First Phase of the Literacy Reform 132
Part 3 The Second Phase of the Literacy Reform 136
Aurora Teaching Notes 142
Drawing Conclusions from the Cases: Themes and Future Inquiry 145
Considering Themes and Defining Areas of Future Inquiry 145
Defining an Optimistic Path 153
Appendix 155
References 177
Index 185
About the Authors 194
What People are Saying About This
“Sara Stoelinga and Melinda Mangin were among the first to recognize both the potential and the challenges of teacher leadership. . . . In their new book, they take the next important step to ensure that teacher leadership can succeed.”—From the Foreword by Susan Moore Johnson, Harvard Graduate School of Education
“Clear. Authentic. Informative. Compelling. The authors capture many and varied realities of teachers who step into positions of leadership among their peers to advance teaching and learning. Most importantly, frameworks and strategies to support teacher leaders in this work also are offered. Required reading for teachers venturing into the realm of formal leadership positions.” —Jennifer York-Barr, University of Minnesota
“It is rare in education literature to find a volume that succeeds, as this one does, in combining realistic portraits of professional practice with the analytical insights of academic research. This is an invaluable resource for improving our understanding of the role of instructional teacher leaders in education improvement.” —Brian Lord, Education Development Center, Newton, MA