Drawing on the theories of critical race theory (Ladson-Billings & Tate, 1995), transformative leadership (Shields, 2018), and critical teacher leadership (Bradley-Levine, 2018), this qualitative study explored the teacher leadership perspectives, manifestations, and experiences of nine high school teachers committed to social justice in one…

Principals used distributed leadership, as suggested by researchers, to actively engage teacher leaders in instructional leadership responsibilities. It was not known how high school principals' distributed leadership practices enabled teacher leaders to assist principals with instructional leadership responsibilities. The purpose of this…

A principal's job is complex, demanding, and multi-faceted. Effective principals shape a school's academic vision and foster a climate for learning. In addition, they develop leadership capacity in teachers and staff, promote sound instructional practices, and use resources and data to drive school improvement (Mendels, 2012). Given these…

In 2014, researchers at the Pullias Center for Higher Education at the University of Southern California (USC) received a grant from the U.S. Department of Education's Fund for the Improvement in Postsecondary Education's First in the World program to do research aimed at understanding how games can be used to cultivate college knowledge and…

This article examines the deployment of border conocimiento and the subsequent cultural production of third spaces for transnational Mexican youth by Chicano educators who I call "border brokers" at a northern California high school. It examines the micro-level insurgent actions on the part of a small group of educators at Bosque High to…

A high school English department collaboratively addressed the issue of college-readiness in writing while utilizing a focused four-phase leadership model to guide their efforts. Although this discussion highlights the strategic use of writing rubrics, it is the intention to share the benefits of using the four phases of collaborative teacher…

School reform policies and school administrators are increasingly positioning teacher leaders (TLs) with the responsibility to facilitate professional learning for their colleagues. Although ample evidence exists to suggest the need for facilitators to be highly skilled for teachers' learning to be optimized, there is a dearth of research…

Drawing on findings from a national study of learning-focused leadership in challenging urban settings, this article examines the work of teacher leadership in urban high schools. In this context, a recently emerging cadre of nonsupervisory teacher leaders, working in collaboration with supervisory leaders, exercises a form of "distributed…

The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in…

Improving teacher retention and resiliency are key educational problems. In this article, we share findings from case studies of six educators who, for over 200 combined years, worked in urban, high-poverty schools and highlight what teachers need to remain in such contexts. We argue that developing "professional resilience" is a process…

Since the introduction of the Coleman Report (1966), the focus on closing the achievement gap has been a critical component of educational policy for political leaders and field research by educators. The economic crisis which California and the nation at large currently face creates a challenging situation in attempting to narrow the gap.…

This monograph is based on a keynote presentation by Angus McBeath at the "Getting Districtwide Results" Conference in Long Beach, California, which was co-sponsored by the Cross City Campaign for Urban School Reform and Focus on Results. The author, a former superintendent of the Edmonton Public Schools, how his school district was…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]