This document provides summaries of 15 books related to teacher leadership. The books discuss topics like collaborating with other teachers, fostering equitable schools, informal teacher development, leading with soul at work, developing teacher leaders, best practices for teacher leadership, building leadership capacity, and instructional leadership. Many of the books include real examples and strategies that can be applied to promote teacher leadership.
This document presents a model for developing teacher leaders. It discusses key aspects of teacher leadership including defining a vision, valuing leadership roles, and facing obstacles. The model identifies essential knowledge, skills, and dispositions for teacher leadership including understanding change processes, developing advocacy and collaboration skills, and exhibiting dispositions like risk-taking and efficacy. The document provides recommendations for teacher educators and administrators to use this model by focusing professional development on these areas and creating opportunities for teachers to strengthen their leadership abilities.
1) While the concept of teacher leadership has been discussed in academic literature for decades, it remains more of a theoretical concept than a reality in most schools, where teachers see themselves only as followers of the principal.
2) For schools to improve, both principal leadership and teacher leadership are important, as they have reciprocal roles in building a collaborative culture. However, the prevailing model still views the principal as the sole leader and teachers as passive recipients rather than leaders.
3) For teacher leadership to be realized, teachers must recognize and develop confidence in their own leadership potential, see themselves not just as teachers but as leaders within the school, and be willing to collaborate with colleagues to address needs and problems from within the teaching ranks.
Distributed leadership in secondary schoolsJaminur Rahman
Distributed leadership focuses on engaging all team members in leadership roles within a school, not just the head teacher. This paper discusses the possibilities and impediments of implementing distributed leadership in secondary schools in Bangladesh. The education system in Bangladesh is facing challenges that distributed leadership may help address, such as improving teaching quality. However, distributed leadership remains unclear in concept and its practice in developing countries is seldom discussed. For distributed leadership to work in Bangladesh, training programs for head teachers need to focus on long-term positive change.
Middle leadership and pedagogical leadership are central to school improvement in Scotland. Transformational leadership focuses on developing a shared vision and mobilizing others to achieve change, while pedagogical leadership emphasizes involvement in academic mission, feedback on teaching and learning, and professional development. Effective leadership requires a blended approach including elements of transformational and pedagogical styles, as well as career-long professional learning that is collaborative, research-based, and focused on school and pupil improvement. Culture is also a key driver, requiring resolute leadership, collaborative capacity-building, and precision in pedagogy rather than prescription.
Education at a Glance OECD 20113 s2.0-b9780080448947004310-mainJohn Taylor
This document summarizes research on transformational school leadership. It begins by discussing the roots of transformational leadership theory in the work of James McGregor Burns and Bernard Bass. It then reviews evidence that transformational leadership has positive effects on teachers and school organizations, including teacher commitment, satisfaction, classroom practices, and school culture. The document outlines a school-specific model of transformational leadership with four dimensions: setting directions, developing people, redesigning the organization, and managing instruction. It provides details on the leadership practices within each dimension, such as building a shared vision, fostering group goals, and developing capacity in teachers.
1. The document outlines objectives for a subject leader conference, including understanding effective subject leadership, evaluating leadership styles, and developing a shared vision for teaching.
2. It discusses qualities of effective subject leaders such as being learners themselves, focusing on collaboration, and leading improvement through setting direction, developing teachers, and redesigning the organization.
3. Different leadership styles like authoritarian, democratic, and laissez-faire are presented, along with practices like setting direction, managing teaching, developing people, and organizational redesign.
The document discusses distributed leadership, including what it is, why it is important, and how it can be implemented in schools. Some key points:
1) Distributed leadership involves sharing and extending leadership across an organization, not just from the top leader. It encourages collaboration and developing a shared vision.
2) When leadership is distributed properly through teams and engaging others' expertise, it can positively impact student outcomes and teacher effectiveness.
3) Distributed leadership takes different forms in different schools depending on needs and context, but successful implementations develop leadership at all levels through structures, roles, and collaborative ways of working.
1) The document discusses transformational leadership behaviors that are important for school principals to possess, including idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation.
2) It reviews literature showing that transformational leadership is positively associated with schools' innovative climate, teacher commitment, and overall school performance.
3) The study aims to discover the level of transformational leadership behaviors demonstrated by school principals in their daily administrative practices, with results indicating principals demonstrate high levels of these behaviors.
This document presents a model for developing teacher leaders. It discusses key aspects of teacher leadership including defining a vision, valuing leadership roles, and facing obstacles. The model identifies essential knowledge, skills, and dispositions for teacher leadership including understanding change processes, developing advocacy and collaboration skills, and exhibiting dispositions like risk-taking and efficacy. The document provides recommendations for teacher educators and administrators to use this model by focusing professional development on these areas and creating opportunities for teachers to strengthen their leadership abilities.
1) While the concept of teacher leadership has been discussed in academic literature for decades, it remains more of a theoretical concept than a reality in most schools, where teachers see themselves only as followers of the principal.
2) For schools to improve, both principal leadership and teacher leadership are important, as they have reciprocal roles in building a collaborative culture. However, the prevailing model still views the principal as the sole leader and teachers as passive recipients rather than leaders.
3) For teacher leadership to be realized, teachers must recognize and develop confidence in their own leadership potential, see themselves not just as teachers but as leaders within the school, and be willing to collaborate with colleagues to address needs and problems from within the teaching ranks.
Distributed leadership in secondary schoolsJaminur Rahman
Distributed leadership focuses on engaging all team members in leadership roles within a school, not just the head teacher. This paper discusses the possibilities and impediments of implementing distributed leadership in secondary schools in Bangladesh. The education system in Bangladesh is facing challenges that distributed leadership may help address, such as improving teaching quality. However, distributed leadership remains unclear in concept and its practice in developing countries is seldom discussed. For distributed leadership to work in Bangladesh, training programs for head teachers need to focus on long-term positive change.
Middle leadership and pedagogical leadership are central to school improvement in Scotland. Transformational leadership focuses on developing a shared vision and mobilizing others to achieve change, while pedagogical leadership emphasizes involvement in academic mission, feedback on teaching and learning, and professional development. Effective leadership requires a blended approach including elements of transformational and pedagogical styles, as well as career-long professional learning that is collaborative, research-based, and focused on school and pupil improvement. Culture is also a key driver, requiring resolute leadership, collaborative capacity-building, and precision in pedagogy rather than prescription.
Education at a Glance OECD 20113 s2.0-b9780080448947004310-mainJohn Taylor
This document summarizes research on transformational school leadership. It begins by discussing the roots of transformational leadership theory in the work of James McGregor Burns and Bernard Bass. It then reviews evidence that transformational leadership has positive effects on teachers and school organizations, including teacher commitment, satisfaction, classroom practices, and school culture. The document outlines a school-specific model of transformational leadership with four dimensions: setting directions, developing people, redesigning the organization, and managing instruction. It provides details on the leadership practices within each dimension, such as building a shared vision, fostering group goals, and developing capacity in teachers.
1. The document outlines objectives for a subject leader conference, including understanding effective subject leadership, evaluating leadership styles, and developing a shared vision for teaching.
2. It discusses qualities of effective subject leaders such as being learners themselves, focusing on collaboration, and leading improvement through setting direction, developing teachers, and redesigning the organization.
3. Different leadership styles like authoritarian, democratic, and laissez-faire are presented, along with practices like setting direction, managing teaching, developing people, and organizational redesign.
The document discusses distributed leadership, including what it is, why it is important, and how it can be implemented in schools. Some key points:
1) Distributed leadership involves sharing and extending leadership across an organization, not just from the top leader. It encourages collaboration and developing a shared vision.
2) When leadership is distributed properly through teams and engaging others' expertise, it can positively impact student outcomes and teacher effectiveness.
3) Distributed leadership takes different forms in different schools depending on needs and context, but successful implementations develop leadership at all levels through structures, roles, and collaborative ways of working.
1) The document discusses transformational leadership behaviors that are important for school principals to possess, including idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation.
2) It reviews literature showing that transformational leadership is positively associated with schools' innovative climate, teacher commitment, and overall school performance.
3) The study aims to discover the level of transformational leadership behaviors demonstrated by school principals in their daily administrative practices, with results indicating principals demonstrate high levels of these behaviors.
This presentation outlines an approach to educational leadership. Major theoretical and intellectual considerations are addressed. The slides conclude with a thinking-critical approach to educational leadership.
Leading, learning and aligning keys to sustaining school improvementLindy-Anne Abawi
The document summarizes a symposium presented by members of the Leadership Research International (LRI) team at the International Congress for School Effectiveness and Improvement Conference in Glasgow, Scotland. The symposium included 4 presentations on sustaining school improvement through cultural-relational leadership, a teacher leader capacity building model, aligning meaning systems in schools, and developing 3-dimensional pedagogy. The LRI team from the University of Southern Queensland in Australia presented their research on leadership strategies that can lead to sustained school improvement.
This document discusses the evolution of instructional leadership as a concept in school administration over the past 30 years. It began as a focus on the principal's role based on research in the 1980s, but faced criticism and was later eclipsed by ideas of transformational and teacher leadership. However, increased accountability has led to a renewed global interest in instructional leadership, now termed "leadership for learning." The document reviews research on defining characteristics and effects of instructional leadership, and how the concept has developed into a paradigm for 21st century school administration.
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laubguest3c8a16c
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laub
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
This document discusses distributive and empowering leadership. It provides an overview of the concepts and research supporting these approaches to leadership. Distributive leadership involves sharing leadership with others through collaboration and empowerment. Research shows that team-oriented, collaborative leadership is linked to improved teaching and learning. However, shared leadership only indirectly impacts student achievement by helping teachers engage in professional learning communities and collective responsibility. The document outlines ways to distribute power, such as finding and empowering teacher leaders, and creating professional learning communities. It addresses barriers to teacher leadership and provides tools to identify potential teacher leaders.
The document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency for over 100 principals. The series focused on developing purposeful communities and managing change. Research questions examined the impact on principal practices and student achievement. Surveys and interviews assessed principal satisfaction and effects of change initiatives. Preliminary results after the first year were positive.
This document discusses several aspects of educational leadership. It defines leadership as activities and processes that move a group towards accomplishing goals. It describes different leadership styles including authoritative, participative, transformational, and transactional. Research indicates successful school leaders model professional behavior, promote their programs, are passionate, and have good public relations skills. Leadership emerges through individuals and groups working to transform or sustain practices, with agency afforded and constrained by various organizational and contextual factors. Successful school leadership has significant impact on student learning, taps diverse potential leaders, exhibits core practices, and responds productively to accountability and diversity.
This document discusses leadership, motivation, and their relationship. It defines leadership as actions that result in organizational improvement through positive modeling, motivation, and initiatives. Administration focuses on efficient operations while leadership moves the organization to higher levels. Motivation is sustained when leaders establish direction, value, self-efficacy, and support through modeling, coaching, and initiatives. Effective leadership develops durable motivation in the organization.
Ethical Aspects of Conceptual Leadership PracticesRandall Noggle
This document outlines the author's leadership development plan, which includes their personal mission statement, leadership style, and concepts of communication, empowerment, leadership in diversity, leading change, and vision statement. The author's mission is to create an environment where students feel welcome and motivated. They plan to utilize a combination of transformational and charismatic leadership styles focused on engagement and meeting student needs. Key aspects of the plan include open communication, empowering students, embracing diversity, and adapting to change. The overall goal is to develop a responsible leadership approach in their future career in education.
This document summarizes a presentation on best practices for implementing differentiated instruction through responsive teaching and sustainable professional development. Some key points:
- Differentiation is a process that requires long-term commitment to become integral to a school/district's culture. Leaders must implement principles of differentiation in a way that meaningfully impacts all students.
- Successful change depends on building relationships and involving teachers as leaders. It also requires both pressure and support over an extended period of time while beliefs and practices evolve.
- The presenters outline a framework for differentiation initiatives, including defining common language, aligning to missions, identifying leaders, and addressing potential barriers/enablers.
- Advice includes focusing on collaboration, celebrating
This document discusses leadership and creating a culture where people and programs improve. It emphasizes the importance of teacher collaboration, developing professional learning communities, setting high expectations, and focusing on improving instructional practice. Key aspects that help cultures improve include collegiality, efficacy, experimentation, trust, support, and shared decision-making.
This article discusses the role of an effective principal and identifies five key practices of instructional leadership. It notes that historically, the principal's role focused on instruction rather than management. The five practices are: 1) shaping a vision of academic success for all students based on high standards, 2) creating a climate where learning can thrive, 3) cultivating leadership in others, 4) improving instruction, and 5) managing data and processes to support improvement. The reviewer argues that to be an effective principal requires the highest levels of education and a commitment to serving others.
This document provides an overview of a session on redesigning organizations, with a focus on the principal's role. It discusses developing people, setting direction through mission/vision, and redesigning the organization based on research. Key points include:
- High-quality leaders develop the competence and commitment of their people.
- Principals must be aware of different experiences/beliefs that shape staff and adapt their leadership style.
- Setting a clear mission/vision and high expectations can significantly improve student achievement.
- Effective schools research shows focusing on instruction, monitoring, and involving parents leads to student success.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
The document discusses educational leadership and proposes a model for positive educational leadership. It defines educational leadership as strategically influencing and managing an educational organization to raise learning outcomes. The proposed model has several components: focusing on student outcomes, setting a vision and goals, effective communication, strategic resourcing, establishing a supportive environment, being knowledgeable about pedagogy, implementing systems of management and curriculum, problem-solving, and indirect influence on student achievement through these actions. The model aims to improve student outcomes through all these elements working together under the educational leader's guidance.
Educational Leadership for Teachers and EducatorsTimothy Wooi
A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
The document summarizes the Texas Star Chart assessment of technology readiness for Scarborough High School over three years from 2006-2009. The Star Chart evaluates schools across four key areas: Teaching and Learning, Educator Preparation, Leadership & Support, and Infrastructure. It shows that Scarborough High School demonstrated advancing levels in Infrastructure but developing levels in Educator Preparation, indicating limited technology-focused professional development for teachers. The recommendation is to focus on improving Educator Preparation through increased teacher training, mentoring, and collaboration to better integrate technology with learning and teaching.
The document summarizes the Texas Star Chart assessment of technology readiness for Scarborough High School over three years from 2006-2009. The Star Chart evaluates schools across four key areas: Teaching and Learning, Educator Preparation, Leadership & Support, and Infrastructure. It shows that Scarborough High School demonstrated advancing levels in Infrastructure but developing levels in Educator Preparation, indicating limited technology-focused professional development for teachers. The recommendation is to focus on improving Educator Preparation through increased teacher training, mentoring, and collaboration to better integrate technology with learning and teaching.
The document summarizes the Texas Star Chart assessment of technology readiness for Scarborough High School over three years from 2006-2009. The Star Chart evaluates schools across four key areas: Teaching and Learning, Educator Preparation, Leadership & Support, and Infrastructure. It shows that Scarborough High School demonstrated advancing levels in Infrastructure but developing levels in Educator Preparation, indicating limited technological professional development for teachers. The recommendation is to focus on improving Educator Preparation through increased teacher training, mentoring, and collaboration to better integrate technology with learning and teaching.
Chrysalis Performance is a business consulting firm formed in 2008 with 75 combined years of experience in operational performance improvement. They focus on delivering measurable business results for clients through mentoring, process improvements, organizational change management, and project/program management. Their expertise includes strategic consulting, sales and marketing support, credit management, HR and training, and business process development. They aim to help clients improve bottom line results through measurable operational enhancements.
This presentation outlines an approach to educational leadership. Major theoretical and intellectual considerations are addressed. The slides conclude with a thinking-critical approach to educational leadership.
Leading, learning and aligning keys to sustaining school improvementLindy-Anne Abawi
The document summarizes a symposium presented by members of the Leadership Research International (LRI) team at the International Congress for School Effectiveness and Improvement Conference in Glasgow, Scotland. The symposium included 4 presentations on sustaining school improvement through cultural-relational leadership, a teacher leader capacity building model, aligning meaning systems in schools, and developing 3-dimensional pedagogy. The LRI team from the University of Southern Queensland in Australia presented their research on leadership strategies that can lead to sustained school improvement.
This document discusses the evolution of instructional leadership as a concept in school administration over the past 30 years. It began as a focus on the principal's role based on research in the 1980s, but faced criticism and was later eclipsed by ideas of transformational and teacher leadership. However, increased accountability has led to a renewed global interest in instructional leadership, now termed "leadership for learning." The document reviews research on defining characteristics and effects of instructional leadership, and how the concept has developed into a paradigm for 21st century school administration.
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laubguest3c8a16c
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laub
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
This document discusses distributive and empowering leadership. It provides an overview of the concepts and research supporting these approaches to leadership. Distributive leadership involves sharing leadership with others through collaboration and empowerment. Research shows that team-oriented, collaborative leadership is linked to improved teaching and learning. However, shared leadership only indirectly impacts student achievement by helping teachers engage in professional learning communities and collective responsibility. The document outlines ways to distribute power, such as finding and empowering teacher leaders, and creating professional learning communities. It addresses barriers to teacher leadership and provides tools to identify potential teacher leaders.
The document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency for over 100 principals. The series focused on developing purposeful communities and managing change. Research questions examined the impact on principal practices and student achievement. Surveys and interviews assessed principal satisfaction and effects of change initiatives. Preliminary results after the first year were positive.
This document discusses several aspects of educational leadership. It defines leadership as activities and processes that move a group towards accomplishing goals. It describes different leadership styles including authoritative, participative, transformational, and transactional. Research indicates successful school leaders model professional behavior, promote their programs, are passionate, and have good public relations skills. Leadership emerges through individuals and groups working to transform or sustain practices, with agency afforded and constrained by various organizational and contextual factors. Successful school leadership has significant impact on student learning, taps diverse potential leaders, exhibits core practices, and responds productively to accountability and diversity.
This document discusses leadership, motivation, and their relationship. It defines leadership as actions that result in organizational improvement through positive modeling, motivation, and initiatives. Administration focuses on efficient operations while leadership moves the organization to higher levels. Motivation is sustained when leaders establish direction, value, self-efficacy, and support through modeling, coaching, and initiatives. Effective leadership develops durable motivation in the organization.
Ethical Aspects of Conceptual Leadership PracticesRandall Noggle
This document outlines the author's leadership development plan, which includes their personal mission statement, leadership style, and concepts of communication, empowerment, leadership in diversity, leading change, and vision statement. The author's mission is to create an environment where students feel welcome and motivated. They plan to utilize a combination of transformational and charismatic leadership styles focused on engagement and meeting student needs. Key aspects of the plan include open communication, empowering students, embracing diversity, and adapting to change. The overall goal is to develop a responsible leadership approach in their future career in education.
This document summarizes a presentation on best practices for implementing differentiated instruction through responsive teaching and sustainable professional development. Some key points:
- Differentiation is a process that requires long-term commitment to become integral to a school/district's culture. Leaders must implement principles of differentiation in a way that meaningfully impacts all students.
- Successful change depends on building relationships and involving teachers as leaders. It also requires both pressure and support over an extended period of time while beliefs and practices evolve.
- The presenters outline a framework for differentiation initiatives, including defining common language, aligning to missions, identifying leaders, and addressing potential barriers/enablers.
- Advice includes focusing on collaboration, celebrating
This document discusses leadership and creating a culture where people and programs improve. It emphasizes the importance of teacher collaboration, developing professional learning communities, setting high expectations, and focusing on improving instructional practice. Key aspects that help cultures improve include collegiality, efficacy, experimentation, trust, support, and shared decision-making.
This article discusses the role of an effective principal and identifies five key practices of instructional leadership. It notes that historically, the principal's role focused on instruction rather than management. The five practices are: 1) shaping a vision of academic success for all students based on high standards, 2) creating a climate where learning can thrive, 3) cultivating leadership in others, 4) improving instruction, and 5) managing data and processes to support improvement. The reviewer argues that to be an effective principal requires the highest levels of education and a commitment to serving others.
This document provides an overview of a session on redesigning organizations, with a focus on the principal's role. It discusses developing people, setting direction through mission/vision, and redesigning the organization based on research. Key points include:
- High-quality leaders develop the competence and commitment of their people.
- Principals must be aware of different experiences/beliefs that shape staff and adapt their leadership style.
- Setting a clear mission/vision and high expectations can significantly improve student achievement.
- Effective schools research shows focusing on instruction, monitoring, and involving parents leads to student success.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
The document discusses educational leadership and proposes a model for positive educational leadership. It defines educational leadership as strategically influencing and managing an educational organization to raise learning outcomes. The proposed model has several components: focusing on student outcomes, setting a vision and goals, effective communication, strategic resourcing, establishing a supportive environment, being knowledgeable about pedagogy, implementing systems of management and curriculum, problem-solving, and indirect influence on student achievement through these actions. The model aims to improve student outcomes through all these elements working together under the educational leader's guidance.
Educational Leadership for Teachers and EducatorsTimothy Wooi
A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
The document summarizes the Texas Star Chart assessment of technology readiness for Scarborough High School over three years from 2006-2009. The Star Chart evaluates schools across four key areas: Teaching and Learning, Educator Preparation, Leadership & Support, and Infrastructure. It shows that Scarborough High School demonstrated advancing levels in Infrastructure but developing levels in Educator Preparation, indicating limited technology-focused professional development for teachers. The recommendation is to focus on improving Educator Preparation through increased teacher training, mentoring, and collaboration to better integrate technology with learning and teaching.
The document summarizes the Texas Star Chart assessment of technology readiness for Scarborough High School over three years from 2006-2009. The Star Chart evaluates schools across four key areas: Teaching and Learning, Educator Preparation, Leadership & Support, and Infrastructure. It shows that Scarborough High School demonstrated advancing levels in Infrastructure but developing levels in Educator Preparation, indicating limited technology-focused professional development for teachers. The recommendation is to focus on improving Educator Preparation through increased teacher training, mentoring, and collaboration to better integrate technology with learning and teaching.
The document summarizes the Texas Star Chart assessment of technology readiness for Scarborough High School over three years from 2006-2009. The Star Chart evaluates schools across four key areas: Teaching and Learning, Educator Preparation, Leadership & Support, and Infrastructure. It shows that Scarborough High School demonstrated advancing levels in Infrastructure but developing levels in Educator Preparation, indicating limited technological professional development for teachers. The recommendation is to focus on improving Educator Preparation through increased teacher training, mentoring, and collaboration to better integrate technology with learning and teaching.
Chrysalis Performance is a business consulting firm formed in 2008 with 75 combined years of experience in operational performance improvement. They focus on delivering measurable business results for clients through mentoring, process improvements, organizational change management, and project/program management. Their expertise includes strategic consulting, sales and marketing support, credit management, HR and training, and business process development. They aim to help clients improve bottom line results through measurable operational enhancements.
The document summarizes the Texas Star Chart assessment of technology readiness for Scarborough High School over three years from 2006-2009. The Star Chart evaluates schools across four key areas: Teaching and Learning, Educator Preparation, Leadership & Support, and Infrastructure. It shows that Scarborough High School demonstrated advancing levels in Infrastructure but developing levels in Educator Preparation, indicating limited technology-focused professional development for teachers. The recommendation is to focus on improving Educator Preparation through increased teacher training, mentoring, and collaboration to better integrate technology with learning and teaching.
This document discusses the key elements of effective staff development based on the National Staff Development Council's standards. It summarizes that staff development should:
1) Improve the learning of all students by organizing educators into learning communities focused on school and district goals.
2) Use data-driven and research-based approaches to determine learning priorities and help ensure continuous improvement.
3) Apply knowledge of human learning and collaboration to provide appropriate strategies and social support for educators.
4) Prepare educators to understand and appreciate all students, hold high expectations, and create safe, supportive learning environments.
The document discusses creating a Hardware/Software Policy and improving the Acceptable Use Policy for Davidson County Schools. It suggests splitting the Hardware/Software Policy into sections for hardware and software, including guidance on purchasing and upgrading. For the Acceptable Use Policy, it recommends making it more specific and breaking it down based on student age levels. It also provides examples from other school district policies that provide helpful details and sections.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Essential Practices Of High Quality Teaching And Learning FinalWSU Cougars
The document is a literature review conducted for The Center for Educational Effectiveness that aims to synthesize research on the essential practices of high quality teaching and learning. It reviews existing frameworks and rubrics to identify common themes and constructs a list of core practices. The review found teaching effectiveness greatly impacts student achievement and effective teachers demonstrate behaviors like maximizing instructional time, meeting student needs, monitoring progress, and applying learning. The goal is to equip teachers with a common framework to improve practice through reflection and professional development focused on these essential practices.
This document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency (MBAEA) for 107 principals. The series aimed to help principals apply research on developing purposeful communities and managing change. Preliminary results found high participant satisfaction and that principals were selecting initiatives in these areas. Interviews also found principals applying concepts from the training to their school improvement plans and change initiatives.
The document discusses the role of instructional coaches as effective change agents within learning communities. It reviews literature that finds coaching helps increase teachers' instructional capacity and shows professional development is most effective when contextualized within the classroom. Experts agree effective coaching is school-based, ongoing, research-based, and focused on teaching and learning, while not being evaluative or enforcing specific programs. Coaching must also be systemic and supported throughout the educational system to successfully drive reform.
The document summarizes a professional development series for school leaders based on research linking principal leadership to student achievement. The series was developed by McREL and implemented by the Mississippi Bend Area Education Agency for over 100 principals. The series focused on developing purposeful communities and managing change based on McREL's research. Surveys and interviews with participants found the series improved principal practices and had a positive impact on school culture, practices, and student achievement.
The document provides a summary of 6 research articles on educator autonomy. The articles discuss: 1) The relationship between teacher autonomy and stress, satisfaction, empowerment and professionalism; 2) How accountability and other trends have limited teacher autonomy and voice; 3) The impact of standards-based reform on teacher agency and professional development; 4) How enhancing teacher autonomy can improve performance; 5) A model for comparing teacher autonomy across contexts and time periods; and 6) How performance reviews can hinder the development of beginning teachers' professional identities.
An effective instructional leader in reading/language arts should:
1. Establish a supportive school culture and ensure the school functions as a learning community.
2. Model high standards of professional behavior.
3. Support experimentation and value efforts to improve teaching and learning.
Dalton, margaret book review blanced leadership nfeasj v 34 n4 2016William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
2716Leading Change in Education. Andersen RossBlen.docxtamicawaysmith
Dr. Washington, a new principal, wants to shift his school from a top-down leadership model to one with more teacher leadership and collaboration. LaQuanda Brown's article introduces concepts around distributed and transformational leadership. It argues that developing teacher leaders is important for school improvement and success as principal roles expand. Brown outlines steps for principals to take, including examining student achievement data, building instructional capacity among staff, creating a leadership team, grooming teacher leaders, and providing training opportunities. The goal is to cultivate shared leadership that improves student learning.
Please respond to the following student responseThe value ovelmakostizy
Please respond to the following student response:
The value of a teacher leader lies firmly within the leader-member exchange theory leadership. This is a dynamic relationship-based interchange between professional members of a work community, including teacher leaders. Leaders work to build unique, highly functioning relationships with his/her colleagues to further the goals of the organization as well as its members. Teacher leaders can take many routes to gain leadership abilities, both through training and through opportunities that arise within schools around the world (Teacher Leadership Exploratory Consortium, 2011).
The leader-member exchange highlights the relationships between supervisors and their subordinates, rather than specific characteristics of a leader. This exchange is based on open communication, honesty, and mutual trust, underscoring independence and critical thinking (Power, 2013). The caliber of those exchanges impacts the subordinate’s quality of work and outlook of their employment and employer (Bauer & Ergoden, 2015).
Modern educational systems focus highly productive, relationship-based teams within larger, vision-driven organizations. These are called Professional Learning Communities and Professional Learning Teams. Work such as
Learning by Doing
and “Teacher Leadership: Why Teachers Must Be Leaders” in
Teaching Exceptional Children
point how these highly functional and focused teams cultivate dynamic conversations between those on a team (Ludlow, 2011). These relationships are based on open communication, and keeping goals in mind (DuFour, DuFour, Eaker, Many, & Mattos, 2016). As other works have cited, the leader-member exchange points out the qualities of a leader: one who can build highly productive relationships with the majority of the workforce. This is how careers and companies are progressed.
Highly functioning teams are based solely on relationships, something today’s domestic schools need to reexamine. Teams of talented, professional teachers, leaders, administrators and counselors work to collaborate with their leaders in order reciprocally verbalize the needs of their students and make policies and procedures that best outline how this learning is going to take place (Clemens, Milsom, & Cashwell, 2009). These open lines of non-political communication allow for honesty, vulnerability, and genuine feedback regarding teaching, counseling and leading practices. The goal, as always, is to try and make all stakeholders feel like they are a part of the process.
References
.
Bauer, Tayla; Ergoden, Berrin (2015).
The Oxford Handbook of Leader-Member Exchange
. New York, NY 10016: Oxford University Press.
Clemens, E. V., PhD., Milsom, A., D.Ed, & Cashwell, C. S., PhD. (2009). Using leader-member exchange theory to examine principal-school counselor relationships, school counselors' roles, job satisfaction, and turnover intentions.
Professional School Counseling, 13
(2), 75-85. Retrieved from ...
A Call To Action Action Research As An Effective Professional Development ModelJill Brown
This document discusses action research as an effective model for professional development. It begins by outlining characteristics of ineffective professional development, such as being fragmented, lacking implementation, and not being teacher-centered. It then describes features of effective professional development, including being sustained, content-based, and teacher-led. The document defines action research as having teachers study issues in their own classrooms to improve instruction. Action research is presented as addressing limitations of other models by being contextual, empowering teachers as leaders, and impacting student learning.
Lunenburg, fred c. reframing the role of school leaders nfeasj v27 n4 2010William Kritsonis
The role of the school leader has shifted from a hierarchical, bureaucratic model to one focused on empowering teachers, students, and parents through site-based decision making and professional learning communities. Effective modern school leaders share leadership, empowering teachers to lead initiatives rather than acting as sole problem solvers. They facilitate collaborative decision making and development of a professional learning community focused on continuous improvement.
Successful leadership: a review of the international literature examines research on effective school leadership. It finds that while instructional/pedagogical leadership has been shown to improve student outcomes, transformational leadership and a combination of the two approaches may be most effective. Successful school leaders set direction, create positive school culture, and support staff motivation and commitment to foster improvement. International research emphasizes the importance of leadership in supporting school improvement.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This document provides annotations for 13 sources related to active learning, student engagement, and learner-centered classrooms. The annotations summarize the key points of each source, including the authors and their relevant expertise. Sources include book chapters, journal articles, and one textbook. The annotations describe topics like active learning techniques and strategies, implementing learner-centered environments, increasing engagement in large classes, adult learning methods, and integrating technology. Overall, the document analyzes and critiques a variety of resources for incorporating student-centered practices.
The school-principal-as-leader-guiding-schools-to-better-teaching-and-learningCASDANY
The document summarizes research on the role of the school principal as an instructional leader. It finds that effective principals perform five key functions: shaping a vision of academic success for all students, creating a climate conducive to learning, cultivating leadership in others, improving instruction, and managing people and data to foster school improvement. Research shows principals play a central role in developing teacher leadership and that schools with greater shared leadership have stronger student performance. Overall, the document argues that the principal's job is to guide a team effort to enhance teaching and learning.
Similar to Teacher Leader Resources 2 09 Complete (20)
This document discusses using Web 2.0 tools to support collaborative learning in science. It begins by reviewing common science practices like note-taking, concept mapping, data collection and analysis that Web 2.0 tools could support. Examples of specific tools are provided for each practice. Considerations for selecting and implementing tools are also discussed. The document concludes by highlighting some emerging tools and providing resources for more information.
Leadership development resources from the MMSTLC program. This presentation focused on providing building and district administrators with information to support teacher leaders in their schools.
This document discusses qualities of excellent leaders and roles of teacher leaders. It defines leadership qualities through the framework of attitude, skills and knowledge. Some key leadership roles for teachers discussed are instructional leadership, institutional leadership, departmental leadership, professional leadership, and administrative leadership. The document instructs participants to brainstorm and discuss teacher leadership roles in small groups using leadership role category charts.
Students use maps to trace the flow of water from Michigan watersheds into the Great Lakes and ultimately to the Atlantic Ocean. They analyze topographic and watershed maps to predict water flow and explain how elevation affects movement. An optional extension allows students to build physical models of Michigan's topography and watersheds to demonstrate their understanding of these relationships.
This document provides an overview of a lesson plan exploring watersheds. Students will work in groups to build watershed models and make observations. They will create elevation maps and write predictions about water flow. By testing their models, students can explain how water moves through a watershed and compare their models to real river systems. The goal is for students to understand concepts like runoff, absorption, and groundwater flow based on elevation changes.
This document provides guidance for teachers on lesson 3 of a curriculum about investigating local water quality. It discusses having students develop sub-questions to help answer the driving question of "What is the Water Like in Our River?". The lesson focuses on establishing criteria for good questions and having students refine their own questions to meet those criteria. It also previews the next lesson which will involve building a watershed model.
Students observed a local river through a walk or video in order to form hypotheses about the river's water quality. Working in small groups, they recorded observations and compared the river water to samples of different water quality. The groups then developed initial hypotheses about the river's water quality and shared them with the class. The teacher will assess the students' abilities to form testable hypotheses supported by evidence from their river observations.
This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
This document summarizes a professional learning task case study about a 7th grade teacher, Ron Castleman. The case study depicts Ron facilitating a task where students use visual representations to determine the percent, fraction, and decimal for a shaded portion of a grid. It shows Ron attempting to support students' work without directly telling them how to solve it, maintaining a high level of cognitive demand. The case study also depicts Ron using the same task twice with different groups, allowing readers to see how a teacher's instructional decisions impact student learning opportunities. Facilitators can use "dual cases" to prompt discussions on how evidence in the narrative relates to maintaining high levels of cognitive demand.
This document discusses using design-based investigations in science education. It outlines the design process, which involves identifying the problem context, researching the topic, developing ideas, building models, and testing/getting feedback to refine subsequent iterations. The goal is to solve problems through applying science concepts. Design projects follow procedures that vary from the scientific method but can still effectively build understanding and allow assessment of student learning.
This document provides prompts for a team to reflect on their progress implementing an action plan from a grant. The team is asked to review how their action plan supports the goals of all partners in the project and identify any adjustments needed. They are also asked to reflect on how they have addressed or plan to address potential needs in their school identified over the summer related to components for success. Finally, the team reflects on steps taken to implement a professional development plan for teacher leaders and whether additional actions are needed to support the teacher leaders.
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
The document outlines various assessment tools used for student evaluation including graded and non-graded pre-assessments, mid-year exams, student self-assessments, end of unit projects, homework, weekly quizzes, math worksheets, unit tests, teacher observations, probing questions, screening exams, and state-mandated achievement tests. These assessments are intended to provide feedback on student understanding and progress throughout the school year.
The document presents a continuum for assessing teacher leadership skills across four domains: adult development, dialogue, collaboration, and organizational change. It provides indicators for rating skills from 1-5 in each domain, with a 5 indicating more advanced skills such as enabling reflection in others, facilitating dialogue among colleagues, engaging others in collaborative decision-making, and initiating innovative change. The continuum is intended to help educators evaluate their own leadership and have supportive conversations around coaching, mentoring, and professional development to strengthen teacher leadership capacities.
This document outlines 13 selection criteria for identifying teacher leaders, including possessing a strong commitment to math or science education, having at least 5 years of teaching experience and being at least 10 years from retiring, displaying credibility and effectiveness with other staff, demonstrating collaborative and communication skills, and showing potential to develop coaching, mentoring, and leadership abilities.
This document provides materials and procedures for a 30-minute activity to help participants develop criteria for selecting teacher leaders. It involves introducing attributes of teacher leaders through a discussion, reviewing example criteria using a "Baker's Dozen" handout, and having teams develop their own selection criteria to share. The goal is to help representatives, STEM programs, and school districts set criteria for choosing teacher leaders.
The document provides selection criteria for choosing a Teacher Leader to help lead a project aimed at building science and mathematics leaders in Michigan. An ideal Teacher Leader should have positive attitudes and dispositions, strong content knowledge in science and math, and leadership, communication and interpersonal skills to help guide the project to success. The document prompts selecting a Teacher Leader based on criteria that will further the goal of developing future science and math leaders in the state.
This document provides an introduction to leadership and outlines a 45 minute activity to help participants gain an understanding of the nature of teacher leadership. The activity involves reflections, discussions, and a presentation on developing leadership at different levels including teachers, administrators, higher education, and mathematics and science centers. The goal is to help representatives and leaders in STEM and education better understand leadership development.
This document contains reflection questions for an introduction to leadership course. It asks students to reflect on their earliest leadership position, how they were identified as a potential leader, who recognized their leadership skills, why that person saw them as a leader, how that person shared expectations with them, what initial challenges they faced as a new leader, and how they overcame those challenges. It aims to help students develop self-awareness of their leadership journey and skills.
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Teacher Leader Resources 2 09 Complete
1. February 2009
TEACHER LEADER RESOURCES
BOOKS:
Arriaza, G. & Krovetz, M. L. (2006). Collaborative Teacher Leadership: How Teachers Can Foster
Equitable Schools. Thousand Oaks, CA: Corwin Press, Inc.
ISBN: cloth - 1-4129-0501-X
ISBN: pbk - 1-4129-0502-8
The authors of this book use “teachers’ voices and stories to reveal how approaches like collaboration,
the use of data, a focus on equity, and job-embedded professional development have been
incorporated into real-world settings to lead and manage change successfully.” This book also includes
“reflective questions to help apply teacher stories to specific situations; dozens of first-person
narratives representing a wide range of voices; and strategies for documenting and sustaining growth as
a teacher leader.”
Blase, J, & Blase, J. J. (2006). Teachers Bringing out the Best in Teachers. Thousand Oaks, CA: Corwin
Press, Inc.
ISBN: cloth - 1-4129-2595-9
ISBN: pbk - 1-4129-2596-7
Based on a study of almost 300 teachers, this book “provides informative teacher perspectives of
informal, naturally occurring, teacher-to-teacher professional development.” It also discusses the
“five teacher behaviors that can positively influence other teachers’ morale, teaching skills, and
professional growth.” Also, “each chapter presents practical concepts and strategies that can occur in
and out of the classroom,” allowing “school leaders to promote a culture that encourages lasting
professional development.”
Bolman, L. G. & Deal, T. E. (2001). Leading with Soul: An Uncommon Journey of Spirit. San Francisco,
CA: John Wiley & Sons, Inc.
ISBN: 0-7879-5547-7
This book “presents insights about the changing nature of work and the new face of workers. It adds
an entirely new chapter that highlights stories from readers who share their own real experiences with
soul at work.”
Crowther, F., Ferguson, M., Hann, L., & Kaagan, S. S. (2002). Developing Teacher Leaders: How
Teacher Leadership Enhances School Success. Thousand Oaks, CA: Corwin Press, Inc.
ISBN: cloth - 0-7619-4561-X
ISBN: pbk - 0-7619-4562-8
Developing Teacher Leaders “offers compelling evidence that the answer to school vitality lies largely
in the redefinition of traditional leadership in education and in the elevation of the perception, status,
and role of classroom teachers.” It also “offers definite concepts and vital tools, including: fourteen
detailed, hands-on group exercises for practical application of teacher leadership concepts perfect for
staff development; real-life examples and vignettes to vividly illustrate successful teacher leadership in
action; five keys to enhancing the teaching profession to reinvigorate educators at every level of
experience; and concrete strategies for teacher-administrator collaboration.
2. February 2009
Cuper, P. & Stone, R. (2006). Best Practices for Teacher Leadership. Thousand Oaks, CA: Corwin Press,
Inc.
ISBN: cloth - 1-4129-1579-1
ISBN: pbk - 1-4129-1580-5
This book shares the “best ideas for achieving excellence in education through staff development,
hands-on learning, new technologies, mentoring, parent involvement, and much more.”
Katzenmeyer, M., & Moller, G. (2001). Awakening the Sleeping Giant: Helping Teachers Develop as
Leaders (2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.
ISBN: cloth - 0-7619-7829-1
ISBN: pbk - 0-7619-7830-5
Awaking the Sleeping Giant includes “updated research, fresh examples, and the insights of over 5,000
teacher leaders have produced a revitalized edition of this definitive work on teacher leadership,
including: defining teacher leadership; garnering support for teacher leadership; developing teacher
leaders; honoring the uniqueness of teacher leaders; building a culture that supports teacher
leadership; influencing schools through teacher leadership; providing time for teacher leadership; and
anticipating the future of teacher leadership.”
Lambert, L. (1998). Building leadership capacity in schools. Alexandria, VA: Association for Supervision
and Curriculum Development.
ISBN: pbk - 0-87120-307-3
“This book outlines what schools and districts must do to build leadership capacity, including how to
get started, how to sustain the momentum, and how to design school districts capable of supporting
such work.” It also includes stories about “how school people can lead their communities to improve
student learning” from an elementary school, a middle school, and a high school.”
Lambert, L. (2003). Leadership Capacity for Lasting School Improvement. Alexandria, VA: Association
for Supervision and Curriculum Development.
ISBN: 0-87120-778-8
“This book begins by outlining the five major prerequisites for high leadership capacity: skillful
participation in the work of leadership; inquiry-based use of data to inform decisions and practice;
broad involvement and collective responsibility for student learning; reflective practice that leads to
innovation; and high or steadily improving student achievement.” Also included are “helpful rubrics
and surveys that teachers and administrators alike can use to personally assess their leadership skills.”
Martin-Kniep, G. O. (2004). Developing Learning Communities Through Teacher Expertise. Thousand
Oaks, CA: Corwin Press, Inc.
ISBN: cloth - 0-7619-4616-0
ISBN: pbk - 0-7619-4617-9
The author “offers practical methods for developing a reflective, collaborative environment where
teachers and administrators work together to enhance teachers’ practices, increase student learning,
and produce valuable school processes.” It “includes frameworks, templates, and examples that can
be employed to determine the value and implications surrounding the use of teacher-designed
standard-based curriculum and assessment, data-driven inquiry, and professional portfolios.”
3. February 2009
Danielson, C. (2006). Teacher Leadership That Strengthens Professional Practice. Alexandria, VA:
Association for Supervision and Curriculum Development.
ISBN: 1-4166-0271-2
Prospective teacher leaders and administrators “who want to better support the development of
outstanding teacher leaders may want this book. Teachers seeking to expand their leadership capacity
will learn how to: recognize an opportunity and take initiative; mobilize colleagues around a common
purpose; marshal resources and take action; monitor and adjust the initiative; sustain the
commitments of others; and contribute to the learning organization. Administrators will find advice on
how to cultivate, promote, honor, and empower teacher leaders, and how to work with them to
successfully present innovations to the school community.”
Gabriel, J. G. (2005). How to Thrive as a Teacher Leader. Alexandria, VA: Association for Supervision
and Curriculum Development.
ISBN: 1-4166-0031-0
How to Thrive as a Teacher Leader “explores the responsibilities and rewards of teacher leadership,
offering practical, positive advice on: identifying leadership qualities and building a team; enhancing
communication and earning respect; overcoming obstacles and implementing change; energizing
colleagues and strengthening morale; and improving student and teacher achievement. From setting
goals to mediating conflicts, from mentoring colleagues to motivating students, this book provides
clear strategies-grounded in experience and illustrated by examples-for becoming an effective teacher
leader.”
Garmston, R. (2005). The Presenter’s Fieldbook: A Practical Guide (2nd ed.). Norwood, MA:
Christopher-Gordon Publishers, Inc.
ISBN: 1-929024-88-6
In this book you will find information on how to “structure and deliver presentations to support” the
many changes our world is going through, for example, technology and culture. It also gives tips on
talking to “groups with languages and cultures different from your own, tips and traps for PowerPoint,
“stealable” examples of presentation strategies, and speaking globally.”
Marzano, R. J., McNulty, B. A., & Waters, T. (2005). School Leadership That Works: From Research to
Results. Alexandria, VA: Association for Supervision and Curriculum Development & Aurora, CO:
Mid-continent Research for Education and Learning.
ISNB: pbk - 1-4166-0227-5
Readers will learn “the specific behaviors associated with the 21 leadership responsibilities; the
difference between first-order change and second-order change and the leadership responsibilities that
are most important for each; how to work smart by choosing the right work that improves student
achievement; the advantages and disadvantages of comprehensive school reform models for improving
student achievement; how to develop a site-specific approach to improving student achievement, using
a framework of 11 factors and 39 action steps; and a 5-step plan for effective school leadership.”
4. February 2009
McEwan, E. K. (2003). 7 Steps to Effective Instructional Leadership (2nd ed.). Thousand Oaks, CA:
Corwin Press, Inc.
ISBN - cloth: 0-7619-4629-2
ISBN - pbk: 0-7619-4630-6
The author discusses the “differences between leadership and instructional leadership, and defines the
critical attributes of effective instructional leadership.” It also goes into detail about the 7 steps,
giving “explicit behavioral indicators related to each step that will enable you to evaluate yourself and
solicit feedback from the teachers with whom you work, and offer practical suggestions from actual
principals regarding how they have implemented the seven steps.”
McLaughlin, M. W., & Talbert, J. E. (2006). Building School-based Teacher Learning Communities:
Professional Strategies to Improve Student Achievement. New York, NY: Teachers College
Press.
ISBN-13: cloth - 978-0-8077-4680-6
ISBN-13: pbk - 978-0-8077-4679-0
This book gives “an agenda to develop and sustain collaborative professional cultures.” It also
“provides an inside look as the processes, resources, and system strategies that are needed to build
vibrant school-based teacher learning communities.”
Merideth, E. M. (2007). Leadership Strategies for Teachers (2nd ed.). Thousand Oaks, CA: Corwin Press,
Inc.
ISBN: cloth - 1-4129-3708-6
ISBN: pbk - 1-4129-3709-4
“This practical handbook shows you how to expand your leadership skills by offering strategies for
improving student achievement, extending your own learning, collaborating with other for school
improvement, and supporting shared vision and values in your learning community. Educators at all
levels will find invaluable information for developing leadership skills and strengthening their school
communities. Included are strategies for: goal setting and strategic planning; team building; conflict
resolution; reflective inquiry and practice; and professional development and networking.”
Murphy, J. (2005). Connecting Teacher Leadership and School Improvement. Thousand Oaks, CA:
Corwin Press, Inc.
ISBN: cloth - 0-7619-3199-6
ISBN: pbk - 0-7619-8830-0
Murphy “synthesizes theoretical, empirical, and practice-based literature in order to provide a
comprehensive look at what is known about teacher leadership and what works to support it. This first
part of the book explores the core concepts of teacher leadership, while the second part shows readers
how to establish the context in their school or district to cultivate and support teacher leaders.”
Reeves, D. B. (2008). Reframing Teacher Leadership to Improve your School. Alexandria, VA:
Association for Supervision and Curriculum Development.
ISBN: 978-1-4166-0666-6
The author of this book has “proposed a new framework to promote effective change efforts through
teacher leadership.” This book explores “cutting-edge research findings and practical applications that
can help improve student achievement and educational equity. You can learn from other teacher
researchers how to infuse your classroom, school, or district with enthusiasm, meaningful teaching,
improved results, and greater satisfaction.”
5. February 2009
Wilmore, E. L. (2007). Teacher Leadership: Improving Teaching and Learning from Inside the
Classroom. Thousand Oaks, CA: Corwin Press, Inc.
ISBN: cloth - 978-1-4129-4904-0
ISBN: pbk - 978-1-4129-4905-7
This resource on teacher leadership “offers a global perspective on classroom teachers’ participation as
leaders of students and focuses on increasing classroom leadership capacity.” It also “integrates
leadership and school reform research with strategies for improvement from inside classrooms; gives
teachers the tools to improve teaching, student learning, and job satisfaction; and shows how teachers
can create change, grow as professionals, and become true leaders to other teachers, their schools,
and their communities.”
6. February 2009
ORGANIZATIONS/PUBLICATIONS:
National Staff Development Council (NSDC)
http://www.nsdc.org/
Publications available to NSDC members:
JSD
Quarterly journal addresses timely issues such as restructuring, the role of principals, program
planning, ensuring results with students, and follow-up strategies.
The Learning Principal
Eight-page newsletter published eight times a year. Focuses on the important and unique work
of school principals.
The Learning System
Eight-page newsletter published eight times a year. Designed for superintendents and central
office staff with professional learning responsibilities.
Tools for Schools
Eight-page newsletter published four times a year. Each issue of Tools focuses on a single
essential component of school improvement and features timeless "tools" and resources that
can be used in school improvement efforts now and in years to come.
Teachers Teaching Teachers
Eight pages published as an electronic newsletter eight times a year. Designed with school-
based staff developers in mind.
NSDC Policy Points
Published quarterly with support from College Board, this four-page newsletter is aimed at
policy makers to help them develop greater understanding of government's role in supporting
teacher learning that directly affects student achievement. Each issue examines a specific
aspect of professional development and its relevance to policy making.
PD in the News
A periodic electronic compilation of recent news and reports on developments in professional
learning, school improvement, and education policy from local, regional, national, and
international news sources.
Blogs and online electronic newsletters available to members and non-members:
NSDC Blog
Voice of a Teacher Leader
A blog by Bill Ferriter, a 6th grade teacher in N.C.
Connect with NSDC-electronic newsletter
This monthly electronic newsletter alerts NSDC member to new postings on the website, new
publications, and other organizational updates.
7. February 2009
Michigan Staff Development Council (MSDC)
http://www.msdconline.org/
Online publications available to members and non-members:
Newsletter Archives
PD in the News
District Leadership Column
National Science Teachers Association (NSTA)
www.nsta.org
Published Journals—must be a member to receive:
Science and Children
For elementary teachers
Science Scope
For middle school teachers
The Science Teacher
For high school teachers
Journal of College Science Teaching
For college professors
Michigan Science Teachers Association (MSTA)
www.msta-mich.org
Sent to all current members:
MSTA Newsletter
For all science teachers, published four times per year (Sept., Nov., Feb., May)
MSTA Journal
For all science teachers, published twice per year (Apr., Oct.)
National Science Education Leadership Association (NSELA)
http://www.nsela.org/
Journals requiring subscription:
The Science Educator
A peer-reviewed journal focusing primarily on K-16 STEM issues.
Online publications for members and non-members:
Safe Science Series
Comprehensive and continuing series dedicated to the improvement of safety in the science
classroom.
Navigator Newsletter
For all science educators
Online Articles
Select articles from The Science Educator available free, online
8. February 2009
National Council of Teachers of Mathematics (NCTM)
http://www.nctm.org/
Requires full membership:
Teaching Children Mathematics (Pre-K–6)
Addresses the teaching and learning of mathematics in grades pre-K–6.
Mathematics Teaching in the Middle School (5-9)
Features teaching concepts, issues, and practical ideas for the middle grades.
Mathematics Teacher (8-14)
Focuses on mathematics instruction in secondary schools, two-year colleges, and teacher
education institutions.
Journal for Research in Mathematics Education
Reports on the results of major research studies in mathematics education.
E-membership required:
E-Members can download up to 10 journal articles per membership year from any NCTM school
journal.
Membership required:
FREE Member Exclusive Online Resources
FREE access to Members Only area of the NCTM Web site. Chock full of lessons,
activities, and resources, including sample problems, interactive applets and
multimedia for your students, and comprehensive topic collections.
FREE access to ON Math, NCTM's online-only school journal presents ideas for teaching
and learning mathematics at all grade levels.
FREE access to NCTM's e-Standards, the fully-searchable Principles and Standards for
School Mathematics.
NCTM Publications and Resources
• FREE subscription to the NCTM News Bulletin, NCTM's informative newsletter that
provides the latest on Council activities, reports on math education legislation, and
updates from the NCTM President.
• FREE subscription to Student Math Notes, an insert to the NCTM News Bulletin that
offers ready-to-use mathematics activities for students in grades 5-10.
• FREE subscription to Member Update, NCTM's monthly e-newsletters with the latest
online activities and resources available only to NCTM members.
• 20% members-only discount through the NCTM Catalog, on a wide variety of books,
software, and other resources that cover mathematics education.
Michigan Council of Teachers of Mathematics (MCTM)
http://www.mictm.org/
No membership required:
MCTM Newsletter
Online publication
SumMore Math
Mathematics Activity Workbooks (K-5 or 4-8), available to order online
9. February 2009
Association for Supervision and Curriculum Development (ASCD)
http://www.ascd.org/
Membership Required:
Educational Leadership
The authoritative source on teaching and learning, new ideas, and practices relevant to
educators.
Journal of Curriculum and Supervision
Education Update
Covers a variety of education topics.
Curriculum Technology Quarterly
In the ASCD online library.
ASCD Express
Is delivered every two weeks as part of a low-cost electronic membership; the newsletter is
also available to Premium and Comprehensive members who opt in.
No membership required:
Blogging
Podcasts
A Lexicon of Learning, an online dictionary with educational terms
ASCD Infobrief
Is a quarterly policy publication that is available for free online and in print to Premium
members.
ASCD SmartBrief
Is a free daily e-mail news service that provides summaries and links to major education stories
and issues, as well as education employment opportunities.