UEI Senior Director Sara Ray Stoelinga, who maintains a research portfolio with our Consortium on Chicago School Research and teaches within our Urban Teacher Education Program, has co-authored a new book titled Examining Effective Teacher Leadership: A Case Study Approach.
The book examines the work of elementary-level, non-supervisory, school-embedded, instructional teacher leader roles using research-based case studies.
Instructional teacher leaders aim to help teachers develop the skills and knowledge necessary for continued instructional improvement and, ultimately, enhanced student learning. The authors use research to identify the fundamental components of instructional teacher leadership, which they present in the form of cases that are drawn from actual schools. For each case, the authors provide theoretical frameworks from which to examine the role and activities to deepen understandings.
This research-based instructional resource:
- Illustrates the work that teacher leaders do, the dilemmas they face, and the contexts within which they work.
- Facilitates the examination of teacher leadership from a variety of conceptual, theoretical, and analytical perspectives.
- Provides high-quality, research-based instructional materials for use in formal courses, professional development workshops, and by individuals engaged in teacher leadership
Order from your favorite bookseller or the Teacher's College Press.
Also read the companion book:
Effective Teacher Leadership: Using Research to Inform and Reform
Praise for Examining Effective Teacher Leadership: A Case Study Approach.
"Sara Stoelinga and Melinda Mangin were among the first to recognize both the potential and the challenges of teacher leadership. Their collection of essaysprovides a solid research base for those who would design and study new roles for teachers within a differentiated school organization. In their new book, they take the next important step to ensure that teacher leadership can succeed."
—From the Foreword by Susan Moore Johnson, Harvard Graduate School of Education
"Clear. Authentic. Informative. Compelling. The authors capture many and varied realities of teachers who step into positions of leadership among their peers to advance teaching and learning. Importantly, frameworks and strategies to support teacher leaders in this work also are offered. Required reading for teachers venturing into the realm of formal leadership positions."
—Jennifer York-Barr, University of Minnesota