This book examines the work of elementary-level, nonsupervisory, school-embedded, instructional teacher leader roles using research-based case studies. Instructional teacher leaders aim to help teachers develop the skills and knowledge necessary for continued instructional improvement and, ultimately, enhanced student learning. The authors use research to identify the fundamental components of instructional teacher leadership, which they present using actual school cases. For each case, the authors provide theoretical frameworks and activities to deepen understandings. 
This research-based instructional resource: 
<ul>
<li> Illustrates the work of teacher leaders, the dilemmas they face, and the contexts within which they work.</li>
<li> Facilitates the examination of teacher leadership from a variety of conceptual, theoretical, and analytical perspectives.</li>
<li> Provides high-quality instructional materials for use in formal courses, professional development workshops, and by individuals engaged in teacher leadership.</li>
</ul>

Examining Effective Teacher Leadership: A Case Study Approach

Education & Teaching

Stoelinga, Sara Ray

Mangin, Melinda M.

Schools & Teaching

Teachers' College Press

This book examines the work of elementary-level, nonsupervisory, school-embedded, instructional teacher leader roles using research-based case studies. Instructional teacher leaders aim to help teachers develop the skills and knowledge necessary for continued instructional improvement and, ultimately, enhanced student learning. The authors use research to identify the fundamental components of instructional teacher leadership, which they present using actual school cases. For each case, the authors provide theoretical frameworks and activities to deepen understandings. This research-based instructional resource:  Illustrates the work of teacher leaders, the dilemmas they face, and the contexts within which they work. Facilitates the examination of teacher leadership from a variety of conceptual, theoretical, and analytical perspectives. Provides high-quality instructional materials for use in formal courses, professional development workshops, and by individuals engaged in teacher leadership.

Teacher evaluation is arguably the hottest issue in education right now. Because of Race to the Top, many states and districts around the country are designing and implementing new teacher evaluation systems that--for the first time ever--evaluate teachers based on how much their students learn. However, there is limited research on how to build an evaluation system centered on classroom observations that can distinguish between effective and ineffective teaching. This report from the University of Chicago Consortium on School Research focuses on Chicago, but the lessons learned have significant applicability to districts across the country. The report is one of the first to provide research-based evidence showing that new teacher observation tools, when accompanied by thoughtful evaluation systems and professional development, can effectively measure teacher effectiveness and provide teachers with feedback on the factors that matter for improving student learning. This is especially relevant for those districts that are implementing the Charlotte Danielson Framework for Teaching, including Arkansas, Delaware, Florida, Idaho, Illinois, New Jersey, New York, South Dakota, Washington, Los Angeles, and Pittsburgh.

Rethinking Teacher Evaluation in Chicago: Lessons Learned from Classroom Observations, Principal-Teacher Conferences, and District Implementation

Luppescu, Stuart

Sartain, Lauren

Brown, Eric R.

Kapadia Matsko, Kavita

Miller, Frances K.

Durwood, Claire E.

Jiang, Jennie Y.

Glazer, Danielle

Consortium On Chicago School Research

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Books by Stoelinga, Sara Ray