How Teachers Become Leaders

This book is a unique insider#x92;s look at the process that teachers experience when they assume leadership positions in their school, district, state, or writing project site. The text features vignettes by K#x96;12 teachers, describing their individual leadership roles and experiences to show how teachers take charge in a variety of contexts. The authors identify four major themes: identity, collaboration, making conflict productive, and learning new practices. Through the teacher leaders#x92; own words, readers witness how the four themes are an integral part of daily practice. Chapters also examine what research indicates about these new and proliferating roles.

Ann Lieberman was a senior scholar at the Carnegie Foundation for the Advancement of Teaching and is now at Stanford University. Linda Friedrich is the Director of Research and Evaluation at the National Writing Project.

Acknowledgments	p. vii
Introduction	p. 1
Our Project: Learning How Teachers Become Leaders	p. 1
Organization of the Book	p. 5
Learning Leadership: Acquiring an Identity	p. 7
Sociocultural Theories of Identity	p. 8
Forging Leadership Identities: Teacher-Leaders' Voices	p. 10
Ripple-Effective Leadership: Transforming Passion into Plans	p. 10
From Teaching Teens to Teaching Teachers: Finding a New Voice	p. 14
Kicked Out of the Club: Learning from Making the Transition from Teacher to Principal	p. 17
Teacher Leadership Through Writing and Building Alliances	p. 20
How Teachers Develop Leadership Identities: Our Analysis	p. 24
Summary	p. 31
Learning to Build Collegiality and Community	p. 32
Creating Collegiality and Community in Schools: Research Highlights	p. 33
Building Professional Community: Teacher-Leaders' Voices	p. 38
My Daily Life	p. 38
Threads of Understanding	p. 42
The Courage to Lead: Creating a Professional Learning Community at My Elementary School	p. 45
Developing the Capacity to Create Professional Community: Our Analysis	p. 49
Summary	p. 52
Learning to Make Conflict Productive	p. 53
Theories of Conflict and Conflict Resolution	p. 54
Learning to Handle Conflict: Teacher-Leaders' Voices	p. 58
Building Community: It's Personal	p. 58
Rules Worth Breaking	p. 61
Leadershift: Detours, Dead Ends, and Destinations Along the Leadership Journey	p. 64
Making Conflict Productive in Education: Our Analysis	p. 69
Summary	p. 72
Reflecting on New and Old Knowledge to Learn from Practice	p. 73
Research and Theory on Learning from Practice	p. 73
Learning from Practice: Teacher-Leaders' Voices	p. 77
Everything I Needed to Know Was Right There in My Classroom	p. 77
Learning to Promote Positive Change as a Teacher	p. 81
Now You See Me, Now You Don't	p. 84
Keeping One Foot Inside the Door: What I Learned About Teacher Leadership	p. 86
Learning to Use Layered Knowledge in Uncertain and Unique Situations: Our Analysis	p. 89
Summary	p. 94
Epilogue	p. 95
Reframing Teacher Leadership	p. 95
Network Participation: A Foundation for Leadership	p. 99
Learning from Both Academic Research and Teachers' Knowledge	p. 100
Learning from Practice and Research	p. 102
Appendix: The Vignette Authors: Writing Project Teacher-Consultants	p. 103
References	p. 105
About the Authors and Contributors	p. 111
Index	p. 115
Table of Contents provided by Ingram. All Rights Reserved.

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How Teachers Become Leaders

Summary

Author Biography

Table of Contents

Supplemental Materials