2nd Edition
The Power of Teacher Leaders Their Roles, Influence, and Impact
Now in its second edition, The Power of Teacher Leaders, copublished by Routledge and Kappa Delta Pi, serves as a resource for understanding the varied ways that teacher leaders foster positive change in their schools, profession, and communities. By definition, teacher leaders are teachers who stay in the classroom, maintaining their commitment to teaching students while assuming informal and formal leadership positions beyond the classroom. It is that commitment to teaching and their desire to improve student learning that motivate them to become teacher leaders.
Written by researchers and teacher leaders, each chapter describes a particular way that teachers are leading, connects to the relevant scholarly literature, and assesses the impact of the teacher leaders on students and communities. The second edition features new chapters on less common and unresearched teacher leadership roles, informal teacher leadership, and teacher leaders as social justice advocates. This edited collection shows how teacher leaders play an important role in the improvement of student learning, teacher professional development, and school and community climate.
Preface
Introduction
Part 1: Roles of Teacher Leaders
Informal Teacher Leadership: Reculturing Schools and the Profession
Melinda Mangin and Carolyn Ross
Teacher Leaders: Pathways of Practice and Impact (Without Leaving the Classroom)
Elizabeth A. Wilkins and Anna M. Quinzio-Zafran
Communities of Learning: Teacher Leadership Through Action Research in the Classroom
Johanna Barnes and Nicholas J. Shudak
Teacher Leaders During Nontraditional Instruction: Continuing with Inquiry-Based Science
Sherri L. Brown, Ann E. Larson, and Margot Holmes Smith
Teacher Leaders’ Roles, Preparation, and Impact in a District-wide Digital Conversion
Dave Miller, Raffaella Borasi, Zenon Borys, Cynthia Callard, Cynthia Carson, and Michael Occhino
The Influence of Teacher Leaders in Informal Learning Contexts
Kimberly Sterin, Christopher J. Fornaro, and Katrina Struloeff
Teacher Leadership and Professional Organizations: A Case Study of Two High School Teachers
Nathan Bond
Part 2: Becoming a Teacher Leader
A Case for Clinical Residencies in Developing Teacher Leaders
Kimberly M. Baker, Jean S. Lee, Katherine W. Stickney, and Deborah D. Sachs
The Role of Professional Organizations in Developing Preservice Teacher Leaders
Wanda Santos and Emily Hoeh
Beyond the Managerial and Bureaucratic: Developing Teacher Leaders for Social Justice
Henry "Cody" Miller, Todd McCardle, Emily Zuccaro, and Mario Worlds
The Principal as Catalyst for Innovation and Shared Leadership
William Sterrett
Instructional Coaches: Helping Classroom Teachers Become Teacher Leaders
Robin Williams
Developing Teacher Leaders Through Parent Organizations
Danielle M. Thomas
Part 3: Teacher Leaders and Social Justice
Equity-Focused Teacher Leadership: Using Equity Audits to Positively Influence Socioeconomic Disparities
Jana Hunzicker
Feminist Teacher Leadership: Disrupting the Patriarchal Binary
Monica Taylor, Emily J. Klein, Kristen Trabona, and Mika Munakata
Preservice Teachers: Leading Positive Change for the Inclusion and Support of LGBTQ+ Students
Lori Ciccomascolo and Susan Trostle Brand
Special Educator Teacher Leaders
Clinton Smith
Conceptualization and Enactment of Teacher Leadership Practice in Rural Schools
Patricia A. Follette and Erin K. Washburn
Teacher Leaders as Community Organizers
Edna Jean Foxhall, Evelyn Hodge, Monica Elexia Hodge, and Danita Henry Stapleton
Biography
Nathan Bond is Professor of Curriculum and Instruction at Texas State University, San Marcos, Texas, USA.
