| |
| |
| Acknowledgments | |
| |
| |
| Introduction | |
| |
| |
| Our Project: Learning How Teachers Become Leaders | |
| |
| |
| Organization of the Book | |
| |
| |
| |
| Learning Leadership: Acquiring an Identity | |
| |
| |
| Sociocultural Theories of Identity | |
| |
| |
| Forging Leadership Identities: Teacher-Leaders' Voices | |
| |
| |
| Ripple-Effective Leadership: Transforming Passion into Plans | |
| |
| |
| |
| From Teaching Teens to Teaching Teachers: Finding a New Voice | |
| |
| |
| |
| Kicked Out of the Club: Learning from Making the Transition from Teacher to Principal | |
| |
| |
| |
| Teacher Leadership Through Writing and Building Alliances | |
| |
| |
| |
| How Teachers Develop Leadership Identities: Our Analysis | |
| |
| |
| Summary | |
| |
| |
| |
| Learning to Build Collegiality and Community | |
| |
| |
| Creating Collegiality and Community in Schools: Research Highlights | |
| |
| |
| Building Professional Community: Teacher-Leaders' Voices | |
| |
| |
| My Daily Life | |
| |
| |
| |
| Threads of Understanding | |
| |
| |
| |
| The Courage to Lead: Creating a Professional Learning Community at My Elementary School | |
| |
| |
| |
| Developing the Capacity to Create Professional Community: Our Analysis | |
| |
| |
| Summary | |
| |
| |
| |
| Learning to Make Conflict Productive | |
| |
| |
| Theories of Conflict and Conflict Resolution | |
| |
| |
| Learning to Handle Conflict: Teacher-Leaders' Voices | |
| |
| |
| Building Community: It's Personal | |
| |
| |
| |
| Rules Worth Breaking | |
| |
| |
| |
| Leadershift: Detours, Dead Ends, and Destinations Along the Leadership Journey | |
| |
| |
| |
| Making Conflict Productive in Education: Our Analysis | |
| |
| |
| Summary | |
| |
| |
| |
| Reflecting on New and Old Knowledge to Learn from Practice | |
| |
| |
| Research and Theory on Learning from Practice | |
| |
| |
| Learning from Practice: Teacher-Leaders' Voices | |
| |
| |
| Everything I Needed to Know Was Right There in My Classroom | |
| |
| |
| |
| Learning to Promote Positive Change as a Teacher | |
| |
| |
| |
| Now You See Me, Now You Don't | |
| |
| |
| |
| Keeping One Foot Inside the Door: What I Learned About Teacher Leadership | |
| |
| |
| |
| Learning to Use Layered Knowledge in Uncertain and Unique Situations: Our Analysis | |
| |
| |
| Summary | |
| |
| |
| Epilogue | |
| |
| |
| Reframing Teacher Leadership | |
| |
| |
| Network Participation: A Foundation for Leadership | |
| |
| |
| Learning from Both Academic Research and Teachers' Knowledge | |
| |
| |
| Learning from Practice and Research | |
| |
| |
| Appendix: The Vignette Authors: Writing Project Teacher-Consultants | |
| |
| |
| References | |
| |
| |
| About the Authors and Contributors | |
| |
| |
| Index | |