Teacher Leadership

This chapter focuses on teachers as literacy leaders in P-12 urban and suburban schools. A review of research highlights teacher leadership implementation, organizational approaches, and current leadership models and standards. Chapter components outline the evolution of traditional and nontraditional roles and responsibilities for teacher leaders, teacher leadership qualities, teacher leadership models and theories, and teacher leadership preparation programs. Secondly, teacher leadership workplace resistance and weaknesses in current teacher preparation programs are discussed. Thus, this chapter provides recommendations for teacher leaders and teacher leadership preparation programs facing challenges associated with distributed leadership and transformational change. Finally, this chapter focuses on literacy leadership as a catalyst for improving practices and driving school-wide reform at the P-12 level.

Perspectives on Teacher Research

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.

Advancing Instructional Coaching with Teacher Formative Assessment and Input

With increased attention to teacher quality and accountability, instructional coaching has emerged as a popular form of teacher support and professional development in literacy and other areas of instruction. Despite significant interest from school personnel, researchers, and federal funders, there remains a lack of consensus around the key components and activities of instructional coaching. To that end, studies that use quantitative and qualitative methods can offer valuable information on the development and validation of coaching practices. This chapter briefly describes the Classroom Strategies Assessment System Coaching Model that draws on the adult learning and formative assessment literature. We offer key observations of educators' knowledge of and experience in instructional coaching from focus groups conducted with teachers in high-poverty, urban elementary schools. Directions for practice and research are discussed.

The Literacy Coach's Role in Supporting Teachers' Implementation of the Common Core State Standards in Writing

The purpose of this chapter is to report on the findings of a writing survey with elementary classroom teachers (n=39) who attended graduate programs at two four-year colleges. In this study, the authors examine teachers' perceptions of their Professional Development (PD) in the implementation of the Common Core State Standards (CCSS) for writing and describe their PD needs. The chapter concludes with recommendations and suggestions about how literacy coaches can best implement multiple levels of support in writing instruction including school-wide and grade level PDs as well as coaching and in-class support.

Supporting Literacy in Math and Science Classrooms

Teacher self-efficacy is the belief a teacher holds that he or she can successfully influence student learning. It has been tied to both positive teacher practices and student achievement. This chapter explores the challenges of building teacher self-efficacy for literacy across the math and science disciplines. It then looks at how teachers can use content area and disciplinary literacy strategies to support student learning, and suggests how teacher preparation programs and school leaders can further encourage teacher and student growth in literacy. Finally, the chapter raises questions regarding future areas for research, including the curriculum design of teacher preparation programs and student assessment strategies.

Exploring Literacy Assessment through Teacher Leader Collaborative Inquiry

This chapter focuses on teacher leaders' coaching practice that fosters collaborative, inquiry-based, professional learning among classroom teachers to improve P-12 literacy assessment. The chapter reports on a research study that examines classroom teachers' leadership and coaching experience as a required assignment of the graduate level course in the M.Ed. in Literacy program. Based on the research findings, the chapter offers strategies for initiating, implementing, and evaluating collaborative inquiries on classroom or school-wide literacy assessment. The chapter includes suggestions for effective ways to implement and evaluate coaching to improve literacy assessment. Further, an implementation model and checklist for the effective collaboration and literacy coaching created based on the study suggests step-by-step processes and techniques to be used in urban and suburban P-12 schools.

Methods and Processes for District-Wide Literacy Evaluation

This study examined how quantitative and qualitative data collection methods helped evaluators learn about classroom, school, and district level practices during a school district evaluation. Findings indicate (a) qualitative methods provide more accurate information about micro level, every day practices, while macro level data are useful for comparative, cross-context review of practice to inform program and/or administrative decisions; and (b) comprehensive evaluation of literacy programs require stakeholders to collaborate across the spectrum, working with a wide range of varied data collection processes at both macro and micro levels. Dove-tailing quantitative and qualitative data collection methods can reveal macro level information about practice that can align with micro level classroom-based practice or reveal discrepancies across contexts. Recommendations are identified for collecting data and developing an action plan with stakeholders.

Not Just a Teacher

In this chapter, the author reflects on her development as a teacher leader. Using self-study based in narrative inquiry, she describes the current interest in teacher leadership and why it has become such a prominent topic in education. By exploring her own experiences in light of current research on the topic, she analyzes how teachers become leaders, the benefits to the profession of teacher leadership, some of the challenges teacher leaders face, and possible paths forward for teacher leaders. In addition, she delineates new expectations and challenges facing today's literacy leaders.

Comprehensive Literacy Coaching

Built upon the seminal work of Lee Shulman's (1987) CPK framework for preparing teachers, the Content, Pedagogical, Political, and Professional Knowledge (CPPPK) model is designed as a tool for training literacy coaches in PK–12 settings. Whether through case review, role-play, or embedded practice, the CPPPK framework allows preservice literacy coaches to engage with problems of practice linked to content, pedagogy, policy, and professionalism. This tailored practice and ample rehearsal-based education equips literacy coaches with the flexibility in theory and interpersonal talents to address and assist in all variables linked to coaching that results in improved student achievement.

Reinventing PLCs

Professional Learning Communities (PLCs) are widely implemented as a model for ongoing professional development of inservice teachers. Although PLCs have many promising attributes, they are rarely utilized as a vehicle for promoting district or school wide change. This chapter reintroduces PLCs as a tool for an effective launch of literacy policy through utilization of teacher led collaboration at the inception of new initiatives. Reinventing and providing authentic purpose, structure, accountability and responsibility to the framework of PLCs has great potential for unleashing the benefits of the model. Within this chapter, you will gather these new insights related to the tenants of high functioning PLCs and how they can be best applied to initiating and maintaining successful reform efforts.