1092 Articles
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1033 Teacher Leaders as Change Agents: Scaling Up a Middle School Reading Initiative

Rowman & Littlefield Publishers ePub

Karla Scornavacco

Alison G. Boardman

Chao Wang

Teacher Leaders as Change Agents

Scaling Up a Middle School Reading Initiative

Abstract: We investigated teacher leadership in 18 middle schools in one district engaged in an initiative to scale up Collaborative Strategic Reading (CSR). This mixed-methods analysis found variability in CSR teacher leadership, including the number of hours allotted for release time to support the initiative, the activities teacher leaders enacted, and the support they received. Although findings suggest that the full vision of teacher leadership was difficult to implement at scale, teacher leadership was used to leverage change at several sites. We present a case study of a school that demonstrated collective, shared own ership of both CSR and the teacher leadership model. This study highlights the complexity of defining the expectations and support for a district-funded teacher leader role and raises questions about the need and priorities for the role at every school.

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905 The Diverse Faces of Teacher Leadership: A Typology and Survey Tool

Rowman & Littlefield Publishers ePub






The Diverse Faces of Teacher Leadership

A Typology and Survey Tool

Abstract: The potential benefits of teacher leadership are widely acknowledged; however, the conceptualization of this construct is in need of theoretical development and analytic clarification. The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project. In addition, through confirmatory factor analysis, evidence for factors representing the distinct types of teacher leadership identified in the typology was found in a general teacher leadership survey. Implications for teacher leadership research and practice are discussed.

KEYWORDS: Teacher Leadership, Typology, Science Education


If we expect ambitious, intellectually engaged people to become teachers and remain in our public schools, we must offer them a career path that is exciting and varied over the long term, and which includes opportunities to lead among adults, not just children.

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1002 The Interplay Between Principal Leadership and Teacher Leader Efficacy

Rowman & Littlefield Publishers ePub




The Interplay Between Principal Leadership and Teacher Leader Efficacy

ABSTRACT: Researchers assert that the influence of teacher leadership on school change is highly contingent on the actions and beliefs of school principals. Self-efficacy theory also suggests that the extent to which teacher leaders feel they can impact change will influence how they engage with leadership opportunities. This study considers the interplay between these two forces and uses eleven embedded case studies to examine how principal leadership style—transformational, transactional, or laissez-faire—influences teacher leader efficacy. Findings suggest that teacher leader efficacy is rooted both in the teacher leaders’ self-perceptions and in how those perceptions influence and are influenced by principals’ expectations and leadership behaviors.

KEY WORDS: Teacher Leadership, Principal, Leadership Styles, Teacher Leader Efficacy, Embedded Case Study

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975 The Roles of Teacher Leaders in Guiding PLCs Focused on Disciplinary Literacy

Rowman & Littlefield Publishers ePub




The Roles of Teacher Leaders in Guiding PLCs Focused on Disciplinary Literacy

ABSTRACT: This study investigates the experiences of teacher leaders working to facilitate professional learning communities (PLCs) focused on inquiry into disciplinary literacy at the high school level. Specifically, we examine the moves that team leaders made to preserve focus and learning within their PLCs and how participants experienced their leadership. We found that the teacher leaders in this study established structures and routines for their PLCs to work productively together and that their facilitation was crucial for the success of inquiry, and thus for participants’ professional learning and growth.

KEY WORDS: Teacher Leadership, Disciplinary Literacy, Professional Learning Communities, Inquiry, Professional Learning

As accountability pressures increase and new requirements for instruction shift with the widespread adoption of Common Core State Standards (CCSS), many educators continue to look to professional learning communities (PLCs) as a primary learning mechanism to bring their practice in line with standards. Some see PLCs as an ideal model for collaborative professional learning (Talbert, 2010), while others point to the sense of collective responsibility that is built through participation in a PLC (Harris & Muijs, 2002; Servage, 2008). While PLCs, which provide regular opportunities for groups of teachers to work together on improving practice, theoretically present many possibilities for improving teacher and student learning, the on-the-ground experience of participants engaged in PLCs often does not live up to these ideals, particularly if the professional learning model is imposed top-down (Fairman & Mackenzie, 2012; Talbert, 2010). Because participants are rarely taught how to work collaboratively or provided with ongoing guidance for how to best facilitate and utilize PLC time together, many teachers in PLCs struggle to collaborate effectively. Instead, teachers can often be seen working independently while in the same space, or focusing on logistical matters rather than problems of practice (Hargreaves & Dennis, 2009; Neil & Johnston, 2005; Supovitz, 2002; Talbert, 2010; Troen & Boles, 2012).

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900 Special Issue Introduction—Teacher Leadership: Furthering the Research Agenda

Rowman & Littlefield Publishers ePub


Special Issue Introduction

Teacher Leadership: Furthering the Research Agenda

Education policy makers and K–12 practitioners have embraced teacher leadership as a critical element of school improvement. Teacher leadership, as part of a comprehensive reform strategy, is thought to increase teacher motivation and commitment, create opportunities for teacher learning and development, and facilitate sustained instructional improvement (Beachum & Dentith, 2004; Curtis, 2013; Mangin & Stoelinga, 2008; York-Barr & Duke, 2004). One recent example of education policy aimed at increasing teacher leadership is Secretary of Education Arne Duncan’s Teach to Lead initiative. This national program seeks to mobilize teachers’ knowledge and skills in an effort to capitalize on valuable human resources and build collective capacity in schools. To date, Teach to Lead has garnered support from 71 educational organizations (see: http://teachtolead.org/). State departments of education have kept pace with this trend, creating teacher leader endorsements that can be added to a teaching certificate (Hohenbrink, Stauffer, Zigler, & Uhlenhake, 2011; Shelton, 2011) and adopting the recently developed Teacher Leader Model Standards as a means to facilitate high-quality teacher leader preparation (Berg, Carver, & Mangin, 2014; Teacher Leadership Exploratory Consortium, 2011).

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