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February 2009
TEACHER LEADER RESOURCES
BOOKS:
Arriaza, G. & Krovetz, M. L. (2006).
Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools.
Thousand Oaks, CA: Corwin Press, Inc.
ISBN: cloth - 1-4129-0501-XISBN: pbk - 1-4129-0502-8
The authors of this book use “teachers’ voices and stories to reveal how approaches like collaboration,the use of data, a focus on equity, and job-embedded professional development have beenincorporated into real-world settings to lead and manage change successfully.” This book also includes“reflective questions to help apply teacher stories to specific situations; dozens of first-personnarratives representing a wide range of voices; and strategies for documenting and sustaining growth asa teacher leader.”Blase, J, & Blase, J. J. (2006).
Teachers Bringing out the Best in Teachers.
Thousand Oaks, CA: CorwinPress, Inc.
ISBN: cloth - 1-4129-2595-9ISBN: pbk - 1-4129-2596-7
Based on a study of almost 300 teachers, this book “provides informative teacher perspectives of informal, naturally occurring, teacher-to-teacher professional development.” It also discusses the“five teacher behaviors that can positively influence other teachers’ morale, teaching skills, andprofessional growth.” Also, “each chapter presents practical concepts and strategies that can occur inand out of the classroom,” allowing “school leaders to promote a culture that encourages lastingprofessional development.”Bolman, L. G. & Deal, T. E. (2001).
Leading with Soul: An Uncommon Journey of Spirit.
San Francisco,CA: John Wiley & Sons, Inc.
ISBN: 0-7879-5547-7
This book “presents insights about the changing nature of work and the new face of workers. It addsan entirely new chapter that highlights stories from readers who share their own real experiences withsoul at work.”Crowther, F., Ferguson, M., Hann, L., & Kaagan, S. S. (2002).
Developing Teacher Leaders: How Teacher Leadership Enhances School Success.
Thousand Oaks, CA: Corwin Press, Inc.
ISBN: cloth - 0-7619-4561-XISBN: pbk - 0-7619-4562-8
Developing Teacher Leaders
“offers compelling evidence that the answer to school vitality lies largelyin the redefinition of traditional leadership in education and in the elevation of the perception, status,and role of classroom teachers.” It also “offers definite concepts and vital tools, including: fourteendetailed, hands-on group exercises for practical application of teacher leadership concepts perfect forstaff development; real-life examples and vignettes to vividly illustrate successful teacher leadership inaction; five keys to enhancing the teaching profession to reinvigorate educators at every level of experience; and concrete strategies for teacher-administrator collaboration.
 
February 2009Cuper, P. & Stone, R. (2006).
Best Practices for Teacher Leadership
. Thousand Oaks, CA: Corwin Press,Inc.
ISBN: cloth - 1-4129-1579-1ISBN: pbk - 1-4129-1580-5
This book shares the “best ideas for achieving excellence in education through staff development,hands-on learning, new technologies, mentoring, parent involvement, and much more.”Katzenmeyer, M., & Moller, G. (2001).
 Awakening the Sleeping Giant: Helping Teachers Develop asLeaders
(2nd ed.). Thousand Oaks, CA: Corwin Press, Inc.
ISBN: cloth - 0-7619-7829-1ISBN: pbk - 0-7619-7830-5
 Awaking the Sleeping Giant
includes “updated research, fresh examples, and the insights of over 5,000teacher leaders have produced a revitalized edition of this definitive work on teacher leadership,including: defining teacher leadership; garnering support for teacher leadership; developing teacherleaders; honoring the uniqueness of teacher leaders; building a culture that supports teacherleadership; influencing schools through teacher leadership; providing time for teacher leadership; andanticipating the future of teacher leadership.”Lambert, L. (1998).
Building leadership capacity in schools.
Alexandria, VA: Association for Supervisionand Curriculum Development.
ISBN: pbk - 0-87120-307-3
“This book outlines what schools and districts must do to build leadership capacity, including how toget started, how to sustain the momentum, and how to design school districts capable of supportingsuch work.” It also includes stories about “how school people can lead their communities to improvestudent learning” from an elementary school, a middle school, and a high school.”Lambert, L. (2003).
Leadership Capacity for Lasting School Improvement
. Alexandria, VA: Associationfor Supervision and Curriculum Development.
ISBN: 0-87120-778-8
“This book begins by outlining the five major prerequisites for high leadership capacity: skillfulparticipation in the work of leadership; inquiry-based use of data to inform decisions and practice;broad involvement and collective responsibility for student learning; reflective practice that leads toinnovation; and high or steadily improving student achievement.” Also included are “helpful rubricsand surveys that teachers and administrators alike can use to personally assess their leadership skills.”Martin-Kniep, G. O. (2004
). Developing Learning Communities Through Teacher Expertise.
ThousandOaks, CA: Corwin Press, Inc.
ISBN: cloth - 0-7619-4616-0ISBN: pbk - 0-7619-4617-9
The author “offers practical methods for developing a reflective, collaborative environment whereteachers and administrators work together to enhance teachers’ practices, increase student learning,and produce valuable school processes.” It “includes frameworks, templates, and examples that canbe employed to determine the value and implications surrounding the use of teacher-designedstandard-based curriculum and assessment, data-driven inquiry, and professional portfolios.”
 
February 2009Danielson, C. (2006).
Teacher Leadership That Strengthens Professional Practice.
Alexandria, VA:Association for Supervision and Curriculum Development.
ISBN: 1-4166-0271-2
Prospective teacher leaders and administrators “who want to better support the development of outstanding teacher leaders may want this book. Teachers seeking to expand their leadership capacitywill learn how to: recognize an opportunity and take initiative; mobilize colleagues around a commonpurpose; marshal resources and take action; monitor and adjust the initiative; sustain thecommitments of others; and contribute to the learning organization. Administrators will find advice onhow to cultivate, promote, honor, and empower teacher leaders, and how to work with them tosuccessfully present innovations to the school community.”Gabriel, J. G. (2005).
How to Thrive as a Teacher Leader.
Alexandria, VA: Association for Supervisionand Curriculum Development.
ISBN: 1-4166-0031-0
How to Thrive as a Teacher Leader 
“explores the responsibilities and rewards of teacher leadership,offering practical, positive advice on: identifying leadership qualities and building a team; enhancingcommunication and earning respect; overcoming obstacles and implementing change; energizingcolleagues and strengthening morale; and improving student and teacher achievement. From settinggoals to mediating conflicts, from mentoring colleagues to motivating students, this book providesclear strategies-grounded in experience and illustrated by examples-for becoming an effective teacherleader.”Garmston, R. (2005).
The Presenter’s Fieldbook: A Practical Guide
(2
nd
ed.). Norwood, MA:Christopher-Gordon Publishers, Inc.
ISBN: 1-929024-88-6
In this book you will find information on how to “structure and deliver presentations to support” themany changes our world is going through, for example, technology and culture. It also gives tips ontalking to “groups with languages and cultures different from your own, tips and traps for PowerPoint,“stealable” examples of presentation strategies, and speaking globally.”Marzano, R. J., McNulty, B. A., & Waters, T. (2005).
School Leadership That Works: From Research toResults.
Alexandria, VA: Association for Supervision and Curriculum Development & Aurora, CO:Mid-continent Research for Education and Learning.
ISNB: pbk - 1-4166-0227-5
Readers will learn “the specific behaviors associated with the 21 leadership responsibilities; thedifference between first-order change and second-order change and the leadership responsibilities thatare most important for each; how to work smart by choosing the right work that improves studentachievement; the advantages and disadvantages of comprehensive school reform models for improvingstudent achievement; how to develop a site-specific approach to improving student achievement, usinga framework of 11 factors and 39 action steps; and a 5-step plan for effective school leadership.”
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