| |
| |
| Preface | |
| |
| |
| The Purpose | |
| |
| |
| The Mirror | |
| |
| |
| Old Reflections, Definitions, and Misconceptions of Teacher Leadership | |
| |
| |
| Perfect Timing or a Perfect Storm? | |
| |
| |
| Organization and Application of the Bookxvii | |
| |
| |
| Acknowledgments | |
| |
| |
| About the Authors | |
| |
| |
| |
| Profiles in Teacher Leadership Today | |
| |
| |
| She Changed Their Lives and Found Herself | |
| |
| |
| They Learned to Live the Lesson | |
| |
| |
| Her Quiet Diligence | |
| |
| |
| The Master Motivator | |
| |
| |
| |
| The Learning Advocate | |
| |
| |
| The Learning Advocate Defined | |
| |
| |
| Why We Need the Learning Advocate | |
| |
| |
| The Learning Advocate: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Learning Advocate | |
| |
| |
| Strategies for Becoming and Supporting the Learning Advocate | |
| |
| |
| Transcendent Teacher Leaders in Action: The Learning Advocate | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Believer | |
| |
| |
| The Believer Defined | |
| |
| |
| Why We Need the Believer | |
| |
| |
| The Believer: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Believer | |
| |
| |
| Strategies for Becoming and Supporting the Believer | |
| |
| |
| Transcendent Teacher Leaders in Action: The Believer | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Transformationalist | |
| |
| |
| The Transformationalist Defined | |
| |
| |
| Why We Need the Transformationalist | |
| |
| |
| The Transformationalist: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Transformationalist | |
| |
| |
| Strategies for Becoming and Supporting the Transformationalist | |
| |
| |
| Transcendent Teacher Leaders in Action: The Transformationalist | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Synergizer | |
| |
| |
| The Synergizer Defined | |
| |
| |
| Why We Need the Synergizer | |
| |
| |
| The Synergizer: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Synergizer | |
| |
| |
| Strategies for Becoming and Supporting the Synergizer | |
| |
| |
| Transcendent Teacher Leaders in Action: The Synergizer | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Method Master | |
| |
| |
| The Method Master Defined | |
| |
| |
| Why We Need the Method Master | |
| |
| |
| The Method Master: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Method Master | |
| |
| |
| Strategies for Becoming and Supporting the Method Master | |
| |
| |
| Transcendent Teacher Leaders in Action: The Method Master | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Fully Invested Owner | |
| |
| |
| The Fully Invested Owner Defined | |
| |
| |
| Why We Need the Fully Invested Owner | |
| |
| |
| The Fully Invested Owner: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Fully Invested Owner | |
| |
| |
| Strategies for Becoming and Supporting the Fully Invested Owner | |
| |
| |
| Transcendent Teacher Leaders in Action: The Fully Invested Owner | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Present Balance Keeper | |
| |
| |
| The Present Balance Keeper Defined | |
| |
| |
| Why We Need the Present Balance Keeper | |
| |
| |
| The Present Balance Keeper: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Present Balance Keeper | |
| |
| |
| Strategies for Becoming and Supporting the Present Balance Keeper | |
| |
| |
| Transcendent Teacher Leaders in Action: The Present Balance Keeper | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Servant | |
| |
| |
| The Servant Defined | |
| |
| |
| Why We Need the Servant | |
| |
| |
| The Servant: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Servant | |
| |
| |
| Strategies for Becoming and Supporting the Servant | |
| |
| |
| Transcendent Teacher Leaders in Action: The Servant | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Inquisitor | |
| |
| |
| The Inquisitor Defined | |
| |
| |
| Why We Need the Inquisitor | |
| |
| |
| The Inquisitor: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Inquisit | |
| |
| |
| Strategies for Becoming and Supporting the Inquisitor | |
| |
| |
| Transcendent Teacher Leaders in Action: The Inquisitor | |
| |
| |
| Conclusions | |
| |
| |
| |
| The Detective | |
| |
| |
| The Detective Defined | |
| |
| |
| Why We Need the Detective | |
| |
| |
| The Detective: Advantages and Benefits | |
| |
| |
| Looking in the Mirror: Becoming the Detective | |
| |
| |
| Strategies for Becoming and Supporting the Detective | |
| |
| |
| Transcendent Teacher Leaders in Action: The Detective | |
| |
| |
| Conclusions | |
| |
| |
| Conclusion | |
| |
| |
| References | |
| |
| |
| Index | |