Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools

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Corwin Press, Mar 24, 2006 - Education - 194 pages
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Teacher leadership is not easy but it is an essential component of today's accountability driven schools. Teacher leaders can be formal or informal leaders, but their goal remains the same--maximizing student learning and improving the school culture. And who better to teach us about the obstacles, challenges, and victories of teacher leadership than teachers themselves?

Krovetz and Arriaza place teachers' voices and stories at the center of this book, using these moving narratives to illustrate the key concepts of teacher leadership. The book is organized around the habits of mind of inquiry, equity, and advocacy as a means of developing effective teacher leaders. Further, the authors include information on how teacher leaders can document and sustain their growth as teacher leaders.

Based on the authors' work with hundreds of teacher leaders, this essential guide is ideal for school leaders and leadership teams.

 

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Contents

Chapter 1 Reframing School Culture
1
What I am becoming
4
What Does This Look Like? Changing the Nature of Work
7
Professional Growth
12
Why Do it? It is about Quality of Life and Learning
14
A Lens for Reframing Culture
18
Applying the Concepts in Your Workplace
20
Essential Questions
21
The Five Whys
100
Chapter 5 Building Equity in Diverse Classrooms
101
Distributing Teachers Work
104
Personalizing Teaching and Learning
109
Students Academic Performance at the Center of Staff Conversations
113
Having the Equity Conversation
115
The Work
117
Results
120

Endnotes
22
Chapter 2 Learning to Lead
23
Why the Need to Distribute Leadership?
24
What is Distributed Leadership?
25
The Skills Attitudes and Behaviors of Skillful Teacher Leaders
26
New Roles New Relationships
29
Teachers Educating Each Other
33
Teachers as Advocates
36
Leading and Managing Change
39
Applying the Concepts in Your Workplace
45
Essential Questions
46
Organizations
47
Endnotes
49
Chapter 3 Influencing Student Learning
51
Closing the Achievement Gap and Habits of Mind
53
Valuing the Staff
61
Focusing Resources
66
Community and School Setting
69
Material Economic and Human Resources at the Site
70
Applying the Concepts in Your Workplace
73
Essential Questions
74
Community Mapping
77
Gap Analysis
78
Endnotes
80
Chapter 4 The Role of Inquiry
83
Definition of Collaborative Action Research
85
Collaborative Action Research When Well Conducted brings out the Best in Its Members
89
Action Research Has an Invaluable Application to the Classroom
92
Methodology
93
Results
94
The Potential Power of Collaborative Action Research as a Methodology to Enact Schoolwide Sustained Change
95
Applying the Concepts in Your Workplace
98
Essential Questions
99
What EquityFocused Schools Look Like
121
High Expectations
122
Culture of Evidence
123
Personalization
124
Networking
126
Essential Questions
128
Endnote
129
Chapter 6 Advocating for Students and Teachers
131
Adding Voice to a Cry
132
Advocacy for Students
133
The Whole Child
135
Supporting Parents as Advocates for Student Learning
137
Advocacy for beginning Teachers
138
Advocacy for Teachers
140
Equitable Working Conditions
142
Political Advocacy
146
The Attempted Solution
148
Team Growth
149
Essential Questions
150
Resiliency
151
Chapter 7 Courageous Followers and Leaders
153
Lessons Learned While becoming Leaders of Change and Transition
156
Making the Most of Change
158
Standing Up to and for our Leaders
159
Applying the Concepts in Your Workplace
164
Essential Questions
165
Organizations
166
Conclusion
167
List of Contributors
171
References
185
Index
189
Copyright

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About the author (2006)

Martin L. Krovetz is the director of the Leading for Equity and Achievement Design (LEAD) Center, a regional center of the Coalition of Essential Schools. From 1991 to 2006, he was a professor of educational leadership at San Jose State University. During this time, he developed and coordinated the Master’s in Collaborative Leadership Program. From 1977 to 1991, he was a high school principal in Santa Cruz, California.

In addition to being the author of the Fostering Resillience, he is the author with Gilberto Arriaza of Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools, published by Corwin Press in 2006. He has published in numerous journals and presents at national conferences, including ASCD and the Coalition of Essential Schools.

He received his PhD in social psychology from the University of North Carolina and BA from the University of Florida.

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