Summary
Contents
Subject index
Empower teacher leaders through the power of case study
Many teachers desire—but have a hard time obtaining—the training and support they need to lead others and expand their circle of influence. Like having a conversation with a successful teacher leader, this practical guide will help teachers strengthen their leadership skills, optimize student learning, and enhance the profession. Research confirms that the best way to become an effective teacher leader is through case study, and this book provides:
16 compelling case studies that cover a broad range of leadership experiences; Explicit guidance on using case writing and case analysis to enrich teachers' professional learning; A facilitator's guide with discussion questions for each case study
The people and events in these cases are real, and these relatable stories cover a variety of leadership dilemmas from diverse settings. Written in compelling and straightforward language, Teacher Leader Stories is most beneficial to staff development professionals and aspiring teacher leaders seeking the rich, substantive professional learning experience they need to become successful.
District-Level Leadership
District-Level Leadership
When teacher leaders work at the district level, even though most of their work is with teachers, a consistent challenge they face is building support among administrators at both the school and district levels. District-level priorities sometimes call for different approaches than teacher leaders feel are best for the teachers they support. As a result, they often find themselves caught in the middle between the central office and the schools, trying to negotiate the implementation of new policies and practices.
From this intermediary position, teacher leaders deal with resistance to change on many levels. They must learn to navigate fluctuating political dynamics across schools and departments. As each school has its own unique culture and goals—that may not align with district priorities—these teacher ...
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