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Foreword | |
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Acknowledgments | |
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Introduction | |
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The Impetus Behind Teacher Leadership | |
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Framing Instructional Teacher Leadership: Research and Theory | |
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Meeting Practitioners' Needs | |
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Understanding the Work of Instructional Teacher Leaders: The Vignettes | |
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The Vignettes | |
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Tasks and Functions: Susan | |
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Tasks and Functions: Matt | |
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Tasks and Functions: Stella | |
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Time Management: Maureen | |
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Relationships with Teachers: Cassie | |
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Work with Other School Leaders: Beverly | |
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Work with the Principal: Lucy | |
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Influence of School Norms and Structures: Abby | |
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The Teacher Leaders' Skills: Tara | |
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Vignette Teaching Notes | |
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The Dilemmas of Instructional Teacher Leadership: Open-Ended Cases | |
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Open-Ended Case 1. Leading Learning: Erin | |
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Open-Ended Case 1 Teaching Notes: Case Analysis | |
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Open-Ended Case 2. School Norms and Structures: Meg | |
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Open-Ended Case 2 Teaching Notes: Case Analysis | |
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Open-Ended Case 3. Relationships: Mary Ann | |
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Open-Ended Case 3 Teaching Notes: Case Analysis | |
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Open-Ended Case 4. Principal Support: Jeff | |
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Open-Ended Case 4 Teaching Notes: Case Analysis | |
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Open-Ended Case 5. Data-Based Improvement: Janie | |
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Open-Ended Case 5 Teaching Notes: Case Analysis | |
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Situating Instructional Teacher Leadership in Complex Contexts: Scaffolded Case Studies | |
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Barley School | |
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The Neighborhood and School | |
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Introducing the Literacy Reform | |
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A Tale of Three Challenges | |
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Barley Teaching Notes | |
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Sexton School District | |
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The District Context | |
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School-Level Reform | |
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Building Supports for Reform | |
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Sexton Teaching Notes | |
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Aurora School | |
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School Context and the Need for Reform | |
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The First Phase of the Literacy Reform | |
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The Second Phase of the Literacy Reform | |
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Aurora Teaching Notes | |
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Drawing Conclusions from the Cases: Themes and Future Inquiry | |
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Considering Themes and Defining Areas of Future Inquiry | |
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Defining an Optimistic Path | |
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Appendix | |
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References | |
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Index | |
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About the Authors | |