Now in its second edition, The Power of Teacher Leaders, copublished by Routledge and Kappa Delta Pi, serves as a resource for understanding the varied ways that teacher leaders foster positive change in their schools, profession, and communities. By definition, teacher leaders are teachers who stay in the classroom, maintaining their commitment to teaching students while assuming informal and formal leadership positions beyond the classroom. It is that commitment to teaching and their desire to improve student learning that motivate them to become teacher leaders.

Written by researchers and teacher leaders, each chapter describes a particular way that teachers are leading, connects to the relevant scholarly literature, and assesses the impact of the teacher leaders on students and communities. The second edition features new chapters on less common and unresearched teacher leadership roles, informal teacher leadership, and teacher leaders as social justice advocates. This edited collection shows how teacher leaders play an important role in the improvement of student learning, teacher professional development, and school and community climate.

Table of Contents reface

Introduction

Part 1: Roles of Teacher Leaders

Informal Teacher Leadership: Reculturing Schools and the Profession

Melinda Mangin and Carolyn Ross

Teacher Leaders: Pathways of Practice and Impact (Without Leaving the Classroom)

Elizabeth A. Wilkins and Anna M. Quinzio-Zafran

Communities of Learning: Teacher Leadership Through Action Research in the Classroom

Johanna Barnes and Nicholas J. Shudak

Teacher Leaders During Nontraditional Instruction: Continuing with Inquiry-Based Science

Sherri L. Brown, Ann E. Larson, and Margot Holmes Smith

Teacher Leaders’ Roles, Preparation, and Impact in a District-wide Digital Conversion

Dave Miller, Raffaella Borasi, Zenon Borys, Cynthia Callard, Cynthia Carson, and Michael Occhino

The Influence of Teacher Leaders in Informal Learning Contexts

Kimberly Sterin, Christopher J. Fornaro, and Katrina Struloeff

Teacher Leadership and Professional Organizations: A Case Study of Two High School Teachers

Nathan Bond

Part 2: Becoming a Teacher Leader

A Case for Clinical Residencies in Developing Teacher Leaders

Kimberly M. Baker, Jean S. Lee, Katherine W. Stickney, and Deborah D. Sachs

The Role of Professional Organizations in Developing Preservice Teacher Leaders

Wanda Santos and Emily Hoeh

Beyond the Managerial and Bureaucratic: Developing Teacher Leaders for Social Justice　　　　　　

Henry "Cody" Miller, Todd McCardle, Emily Zuccaro, and Mario Worlds

The Principal as Catalyst for Innovation and Shared Leadership

William Sterrett

Instructional Coaches: Helping Classroom Teachers Become Teacher Leaders

Robin Williams

Developing Teacher Leaders Through Parent Organizations

Danielle M. Thomas

Part 3: Teacher Leaders and Social Justice

Equity-Focused Teacher Leadership: Using Equity Audits to Positively Influence Socioeconomic Disparities

Jana Hunzicker

Feminist Teacher Leadership: Disrupting the Patriarchal Binary

Monica Taylor, Emily J. Klein, Kristen Trabona, and Mika Munakata

Preservice Teachers: Leading Positive Change for the Inclusion and Support of LGBTQ+ Students

Lori Ciccomascolo and Susan Trostle Brand

Special Educator Teacher Leaders

Clinton Smith

Conceptualization and Enactment of Teacher Leadership Practice in Rural Schools

Patricia A. Follette and Erin K. Washburn

Teacher Leaders as Community Organizers

Edna Jean Foxhall, Evelyn Hodge, Monica Elexia Hodge, and Danita Henry Stapleton

Biography
Nathan Bond is Professor of Curriculum and Instruction at Texas State University, San Marcos, Texas, USA.