Purpose: This study investigated a teacher leadership program created by a partnership between a large US urban district, their teachers' union and a university. We were part of an action-research partnership that examined the program's implementation. Design/methodology/approach: We employed a hermeneutic phenomenology methodology and…

Teacher leadership is essential for increasing teacher quality, addressing teacher turnover, and ultimately improving student learning. In this paper, we describe a teacher leadership program that developed 14 secondary mathematics teacher leaders. The quantitative data from the assessments and surveys indicate improvement of knowledge for…

Purpose: This paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact. Design/methodology/approach: This paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to…

The need for quality science education has long been established, but despite reform after reform, it remains a current concern. What we know as good teaching is not happening, perhaps because there is an increase in science teachers using alternative certification programs to enter the field. This lack of formal training causes teachers to have a…

Racial segregation continues to impact school systems across the United States. In addition to this racial segregation, explicit racist events within schools and at school events have been documented in this country in recent years. In response to these racist acts, zero-tolerance practices tend to be the automatic disciplinary action for the…

In this article, Jason Margolis draws from complexity theory to explore the twenty-year negotiation between formal and informal teacher leadership in research and practice, making the case that there has been a drift toward a conception of semiformal teacher leadership in the field. Through both theory and examples, he illustrates how semiformal…

Schools and districts have held book clubs for professional learning for decades. In the Hawaii Department of Education, educators participating in Na Kumu Alaka'i Teacher Leader Academy are breaking the mold by engaging in unbook clubs (Cameli, 2013), shared learning experiences that focus on a topic but are not limited to one reading or…

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research-practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers'…

This study examines the role of critical professional learning in leading socially just schools. The study investigated the experiences of teachers who are the members of Egitim-Sen, an active teacher union in Turkey. The article first focuses on the relationship between professional development and teacher unions followed by the definition of the…

The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured…

While we know that professionalization improves outcomes for teachers, education policy has effectively "deprofessionalized" teachers, especially those who serve immigrant English Learners. Based on a three-year case study, this paper explores how teachers in an immigrant-serving school exercised autonomy and authority over their…

The operations within universities have become increasingly complex and challenging for various reasons. Notably, some of those challenges have been combated by developing talent within the organization. Although many professional development opportunities abound at Arizona State University and within the ASU Foundation, the options for developing…

This article offers a review of research and scholarly work about why it matters that new teachers have early opportunities to engage in leadership activities despite their beginner status. It builds on a continuing strand of literature grappling with leadership work as an organisational quality, manifest in activity and practice which need not be…

This article examines leadership and practitioner professional learning (PL) across two multi-school networks. This ethnographic empirical study involved the development of research communities comprised of teacher-led research projects in collaboration with academic researchers (ourselves). We explore what the impact this type of PL and our role…

Coaching between educators is one of the best ways to improve outcomes for all learners--but coaches rarely get formal preparation for mastering this important role. Give coaches the expert support they need with this essential new resource, a comprehensive guide to "what effective coaching looks like across the PreK-12 grade span and how to…