teacher leadership

Developing Communities of Practice In Schools

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Author: Milbrey McLaughlin, Joan E. Talbert

Summary: This book chapter investigates what it takes to make teacher learning communities within schools successful, identifying strong design, skilled facilitation, broadly shared teacher leadership, and school culture as significant factors.
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Demonstrating Teaching in a Lab Classroom

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Author: Lisa Houk

Summary: Lisa Houk, a teacher-consultant with the Oakland (MI) Writing Project, details a structure in which “host” teachers provide opportunities for observation by “guest” teachers in a format that allows for preparation, facilitation, and debriefing.
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Online Summer Institute: Extending the Invitation

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Author: Deanna Mascle, Vickie Moriarity, Liz Prather

Summary: Created as part of the Building New Pathways to Leadership initiative, this short monograph outlines the development, execution, and refinement of the Morehead Writing Project’s Online Summer Institute over the course of 8 years, including a variety of artifacts and links to the Google Site used to coordinate the institute. Site leaders developing their own online or hybrid summer institute may find this site’s experience useful.
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The Northern California Writing Project’s Hybrid Summer Institute Remix

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Summary: Created as part of the Building New Pathways to Leadership initiative, this Piktochart presentation documents the Northern California Writing Project’s creation of a Hybrid Summer Institute, as an alternative to the traditional multi-week, face-to-face institute. Site leaders interested in increasing the accessibility and flexibility of their professional development offerings may find inspiration and ideas from this presentation, documenting the NCWP’s story and approach and filled with flyers, agendas, video clips, and other artifacts.
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The Boise State Writing Project’s Science Pathway

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Summary: Created as part of the Building New Pathways to Leadership initiative, this website documents the Boise State Writing Project’s year-long Science Pathway, designed to cultivate science teacher leaders in the site and state. Site leaders interested in expanding their site’s content-area specific offerings, can see each step of the Summer Institute and following Fellowship Year, including guidelines for and examples of the variety of writing teachers produced, and an exploration of what was kept from the traditional Writing Project Summer Institute, and what was incorporated to make the program discipline-specific.
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Creating a Team of Teacher Leaders in Remote Schools and Local Communities: The Yellowstone Writing Project’s New Pathway to Leadership

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Authors: Allison Wynhoff Olsen, Kirk Branch, Alan Hoffmann, Amber Henwood, Hali Kirby, Cassandra Moos, Tyrel Shannon, Peter Strand, and Nigel Waterton

Summary: Written as part of the Building New Pathways to Leadership initiative, this narrative and accompanying resources tell one site’s story of building a pathway to teacher leadership in a remote rural school district. Site leaders interested in supporting teacher leadership development in remote rural areas of their service area may find this narrative helpful.
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Content Literacy Leadership: A Lane Change for Writing Projects

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Authors: Bruce M. Penniman, Leslie Skantz-Hodgson, Jane Baer-Leighton, Maria José Botelho, Richard Cairn, Karen Miele, Lawrence O’Brien, Momodou Sarr, Laura St. Pierre, Chris Tolpa, Susan Connell Biggs, Karen Diaz, Kevin Hodgson, Hollington Lee, Karen Pleasant, Christopher Rea, Lisa Rice

Summary: Written as part of the Building New Pathways to Leadership initiative, this narrative and accompanying resources tell one site’s story of building a pathway to teacher leadership for civics teachers. Site leaders interested in developing their site’s capacity to deliver professional development for social studies teachers may find this story of investment in the leadership of civics teachers illuminating.
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#StayinTeaching: Pathways to Writing Project Leadership for Early-Career Teachers

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Authors: Vicki Collet, Amanda Coughlin, Jean Hill, Katie Hill, Tyler McBride, & Kristina Packard

Summary: Written as part of the Building New Pathways to Leadership initiative, this narrative and accompanying resources tell one site’s story of building a pathway to teacher leadership for early career teachers. Site leaders interested in supporting professional growth for new teachers that is more of a collegial welcome to the profession, and the writing project, and less remedial instruction, may find this site’s story and approach illuminating.
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(Re)Visioning Site Work: Extending the Reach and Relevance of NWP Sites

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Author: J. Elaine White, Jane Frick, and Tom Pankiewicz

Summary: This monograph captures how two National Writing Project sites, at different points in their institutional lives, used visioning retreats as a strategy to take stock of their work and look forward in order to align programs with capacity, to develop leadership, and to continue to engage teachers in the professional community of the site. By engaging teacher leaders in collective inquiry at visioning retreats, both sites continued to build leadership capacity and support new learning. Of interest to site and program leadership teams, this resource describes in detail both sites’ planning process and subsequent results and includes an extensive appendix with support materials that are adaptable to planning visioning and similar types of retreats.
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Transforming Professional Lives through Online Participation

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Author: Luke Rodesiler, Meenoo Rami, Gary Anderson, Cindy Minnich, Brian Kelley, Sarah Andersen

Summary: The NWP principle of “going public with our practice” has taken on new meaning as avenues for connecting and going public have continued to open. This article takes a deep look at what happens when five teachers take their practice public and put themselves “out there” professionally. You’ll read stories of how teachers have overcome isolation by making connections and developing professional learning networks online, grown and evolved their own teaching practice, and developed their writer identity. The writers also share how online participation led them to new levels of teacher leadership through exciting professional opportunities that became available because of the visibility they gained by “going public with their practice.”
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