Sustaining Teacher Leadership describes a model for linking leadership and learning and identifies six components of an enabling culture for teacher leadership: learning, valuing, nurturing, supporting, sharing, and coaching. The model is based on an historical review of artifacts from earlier qualitative studies that report on eight years of a middle school's restructuring and restructuring experiences.
Sustaining Teacher Leadership describes a model for linking leadership and learning and identifies six components of an enabling culture for teacher leadership: learning, valuing, nurturing, supporting, sharing, and coaching. The model is based on an historical review of artifacts from earlier qualitative studies that report on eight years of a middle school's restructuring and restructuring experiences.
Chapter 1 Foreword Chapter 2 Preface Chapter 3 Chapter One: Teacher Leadership in the 21st Century: An Introduction: Teachers' Work: Teacher Isolation: A Core Problem in Schools Teachers as Change Agents Professionalization of Teaching: Some Teachers Are Leaders A Professional Culture: All Chapter 4 Chapter Two: Context and Methods: Historical Context of the Study Research Questions Methodology: Historical Artifacts Participants and Setting Data Collection Researcher Bias Trustworthiness Delimitations and Limitations of the Study Chapter 5 Chapter Three: Enabling Culture for Teacher Leadership: Reculturing and Restructuring Learning and Leading Cycle Reculturing: 1988-1992: Followers to Leaders Knowledge Keepers to Collaborative Learners Junior High to Middle School Philosophy Chapter 6 Chapter Four: Developing a Teacher Leader Identity: Teaching Stories from the First Generation: 1988-1992 Teaching Stories from the Second Generation: 1992-1996 Learning and Leading Cycle Chapter 7 Chapter Five: Teacher Leaders Influence an Inchoate School Culture: Echo Valley Middle School: The First Three Years Learning and Leading Cycle Leadership capacity School Survey School Climate Survey Teacher Leaders in the Classroom Curriculum Chapter 8 Chapter Six: Implications for Further Study: Connections to Leadership Theory Sustainability and Nested Systems Recommendations for Further Study Chapter 9 Appendix A: Artifacts List Chapter 10 Appendix B: Interview Protocol Letter of Consent Chapter 11 References Chapter 12 Index Chapter 13 Author's Biographical Sketch
Chapter 1 Foreword Chapter 2 Preface Chapter 3 Chapter One: Teacher Leadership in the 21st Century: An Introduction: Teachers' Work: Teacher Isolation: A Core Problem in Schools Teachers as Change Agents Professionalization of Teaching: Some Teachers Are Leaders A Professional Culture: All Chapter 4 Chapter Two: Context and Methods: Historical Context of the Study Research Questions Methodology: Historical Artifacts Participants and Setting Data Collection Researcher Bias Trustworthiness Delimitations and Limitations of the Study Chapter 5 Chapter Three: Enabling Culture for Teacher Leadership: Reculturing and Restructuring Learning and Leading Cycle Reculturing: 1988-1992: Followers to Leaders Knowledge Keepers to Collaborative Learners Junior High to Middle School Philosophy Chapter 6 Chapter Four: Developing a Teacher Leader Identity: Teaching Stories from the First Generation: 1988-1992 Teaching Stories from the Second Generation: 1992-1996 Learning and Leading Cycle Chapter 7 Chapter Five: Teacher Leaders Influence an Inchoate School Culture: Echo Valley Middle School: The First Three Years Learning and Leading Cycle Leadership capacity School Survey School Climate Survey Teacher Leaders in the Classroom Curriculum Chapter 8 Chapter Six: Implications for Further Study: Connections to Leadership Theory Sustainability and Nested Systems Recommendations for Further Study Chapter 9 Appendix A: Artifacts List Chapter 10 Appendix B: Interview Protocol Letter of Consent Chapter 11 References Chapter 12 Index Chapter 13 Author's Biographical Sketch
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