Teacher Leadership in Professional Development Schools 1st Edition by Jana Hunzicker 1787439232 9781787439238

Chapter 1. Professional Development Schools: An Overview and Brief History

Abstract

Definition and Core Purposes of Professional Development Schools

Continuous Learning of all PDS Stakeholders

Complexities of PDS Work

A Brief History of Professional Development Schools

From Sputnik to “A Nation Prepared”

Launch of the PDS Movement

The Early Years of PDS

The Creation of PDS Standards, Structures, and Networks

Professional Development Schools Today

Conclusion

References

Chapter 2. Teacher Leadership in Professional Development Schools: A Definition, Brief History, and Call for Further Study

Abstract

Definitions and Descriptions of Teacher Leadership

Formal, Informal, and Hybrid Teacher Leadership

Deep Commitment to Students

Teacher Leaders as Boundary Spanners

Teacher Leadership as a Process, Strategy, and Stance

Teacher Leadership in PDSs and Other School–University Partnerships

Distributed Leadership Theory

A Brief History of Teacher Leadership

Teacher Leadership Today

Why Study Teacher Leadership in PDSs?

References

Section I. Teacher Leadership and Student Learning

Chapter 3. Collaborative Leadership in Meeting the Needs of English Learners in an Urban Elementary PDS

Abstract

The Lehman/Public School 291 PDS Partnership

Research-Based Teaching Practice for Ensuring Els’ Academic Success

Teacher Leadership in the PDS Context

Aligning the Teacher Leader Model Standards to PDS Functions

Promoting Pre-Service Candidate Learning Through Mentoring

Helping PreService Candidates Understand the Factors that Affect ELs’ Learning

Using a Gradual Release Model to Mentor Student Teachers

Teacher Leaders Shaping the Preservice Teacher Education Curriculum

Teacher Leaders as Learning Facilitators for Practicing Teachers

Professional Learning Series on Core Practices for all PDS Faculty

Professional Learning Series on the NYSESLAT for Classroom Teachers of ELs

Facilitating Teacher Learning in the Classroom

Evidence of Teacher Learning and Student Learning

Evidence of Teacher Learning

Evidence of Student Learning

Conclusion

References

Chapter 4. De-Tracking Ninth Grade Algebra: A Teacher Leadership Success Story

Abstract

Theoretical Framework/Literature Review

Background

Research Methods

Findings

Instructional Leadership

Teacher Buy-in

Student Learning Outcomes

Discussion

Conclusion

References

Chapter 5. Moving from Collaborative Teacher inquiry to Leadership: Four Stories from Project Teacher Leadership

Abstract

Why Teacher Leadership? Why Collaborative Inquiry? Why Professional Development Schools?

The Project

The Context

The Process

Examples from the Field and New Learning

Elementary School (Primary)

Elementary School (Intermediate)

Middle School

High School

Lessons Learned and Future Directions

“Outing” of Problems of Practice Generates Questions, Encourages Inquiry, and Builds Collaboration

Adopting a “Stance of Inquiry” Shows Promise for Elevating Teacher Professionalism and Building Professional Capital

Collaborative Inquiry Develops Local Knowledge, Needed Innovation, and Teacher Leadership

And Yet a Caveat…

Concluding Thoughts

References

Appendix A: Project Teacher Leadership Completed Action Plan

Chapter 6. Teacher Leader Reflections: Teacher Leadership and Student Learning

Abstract

A Courageous, Collegial Partnership

From One To Many

Learning and Leading Through Collaboration

Questions for Further Reflection

Chapter 7. Teacher Leadership and Student Learning

Abstract

Student Learning: Beyond Test Scores

Pdss as Communities

An Agenda for Teacher Leadership

References

Section II. Definitions, Structures, and Cultures that Promote Teacher Leadership

Chapter 8. Teacher Leader Identities and Influences as Defined by Liaisons-in-Residence

Abstract

Theoretical Framework for Partnerships, Teacher Leadership, and Identity

School–University Partnerships

Teacher Leadership as Democratic Leadership

Framing a Professional Leadership Identity

Research Design

Phenomenological Case Study

Data Sources

Data Analysis

Teacher Leadership as Servant Learning

Teacher Leader Identity Development within Democratic Leadership

Teacher Leadership Positionality Stirs Tensions in Professional Identity

Service and Equity as Key Guideposts for Leading and Learning

Concluding Remarks for Hybrid Teacher Leadership

References

Chapter 9. Lab School Teacher Leaders as Learners and Change Agents

Abstract

A School–University Partnership Setting

Ensuring Opportunities for Teacher Leader Development

Professional Learning Communities

School Learning Walks

Co-Teaching Strategies

Conclusion

References

Chapter 10. National Board Certified Teachers as Bridges for Teacher Candidates Entering the Profession

Abstract

Literature Review

Methods

Participants

Clinical Practice Supervision Course

Data Collection and Analysis

Findings

NBCTs are Committed to Advanced Learning

NBCTs Display a Command of Content and Pedagogical Knowledge

NBCTs Understand How to Direct and Oversee Learning

NBCTs Seek Participation in Learning Communities

NBCTs are Reflective and Grow their own Practice

NBCTs are Cognizant of and Skilled in Delivering Feedback

Discussion

Conclusion

References

Chapter 11. Teacher Leader Reflections: Definitions, Structures, and Cultures that Promote Teacher Leadership

Abstract

Total Teacher Leaders

Quiet Opportunity

Bridges

The Best PDS Perk

Questions For Further Reflection

Chapter 12. Definitions, Structures, and Cultures that Promote Teacher Leadership: Making Sense of Section Two

Abstract

Understanding Teacher Leadership

The Potential for Teacher Leadership in PDSs

Liaisons-in-Residence

PLCs, Learning Walks, and Co-Teaching

Mentoring Teacher Candidates

Teacher Leader Reflections

Making Sense of Section Two

References

Section III. Teacher Leader Preparation and Development

Chapter 13. Cultivating Teacher Candidates’ Passions into Leadership for Tomorrow: The Gift that Keeps on Giving

Abstract

Conceptual Framework

Teacher Leadership

Distributed Leadership Perspective

TPP Components

Placements

Alumni Pipeline

Assignments

Innovative Practices

Two Examples: From TCs to Teacher Leaders

Robert Bruce

Arthur Joseph

Closing Thoughts

Developing Leaders at the Partnership Level

Growing Your Own: Creating Capacity in the PDS partnership

References

Chapter 14. Developing Teacher Leaders Using a Distributed Leadership Model: Five Signature Features of a School–University Partnership

Abstract

Literature Review

School–University Partnerships and PDSs

Teacher Leadership

Distributed Leadership to Support Teacher Leadership

A Sociocultural Approach to Teacher Leadership

Research Methods

Research Context

Empirical Evidence

Initial Findings and Resources

Signature Features

Targeted Professional Development

Dialog and feedback

Turnkey Training

Instructional Decision-Making

Community Engagement

The Future: Moving Forward

Acknowledgment

References

Chapter 15. Growing our Own: Fostering Teacher Leadership in K-12 Science Teachers through School–University Partnerships

Abstract

Overview of the Program

Teacher Leadership

MSU Wipro SEF Model

Fellow Selection

Significant Program Features

Collaborative Work in Year One: Horizontal and Vertical Learning

Monthly Professional Development Workshops: Participating in a Community of Learners

Pursuing Teacher Leadership Projects in Year Two

Differentiated Mentoring of Teacher Leadership

Extending Teacher Leadership beyond the Program

Nurturing Teacher Leaders: Our Findings

Ownership

Teachers are the Most Consistent Change Agents

Principals as Supports

Elementary Teachers in Particular Need Support

Conclusion

References

Chapter 16. Developing Leadership Capacity in PDS Master Teachers

Abstract

Evolution of the Master Teacher Program

A Master Teacher Associate’s Story

A Master Teacher’s Story

Reflections on the Program Redesign

Looking to the Future

Acknowledgments

References

Chapter 17. Teacher Leader Reflections: Teacher Leader Preparation and Development

Abstract

Knowing and Being Known

Tools for Successful Leadership

Lost Voices

Questions for Further Reflection

Chapter 18. Teacher Leader Preparation and Development in PDS: Themes and Recommendations

Abstract

Defining Terms

Themes

Chapter Summaries

Theme 1: Teacher Leaders Are Made, Not Born

Theme 2: School–University Partnerships Create the Conditions for Developing High-Quality Teacher Leaders

Theme 3: PDSs Have the Potential to Develop Teacher Leaders as Teacher Educators

Recommendations

References

More Questions for Reflection and Discussion

Introduction

Section I: Teacher Leadership and Student Learning

Section II: Definitions, Structures, and Cultures that Promote Teacher Leadership

Section III: Teacher Leader Preparation and Development

Tables, Illustrations, and Figures

About the Contributors

Index