Rowman & Littlefield Publishers
Pages: 220
•
Trim: 6⅜ x 9¼
978-1-4758-0744-8 • Hardback • June 2014 • $124.00 • (£95.00)
978-1-4758-0745-5 • Paperback • June 2014 • $62.00 • (£48.00)
978-1-4758-0746-2 • eBook • June 2014 • $58.50 • (£45.00)
Daniel R. Tomal, Ph.D.is a Professor at Concordia University Chicago teaching educational leadership. He is a consultant and an author of twelve books such as Action Research for Educator, Challenging Students to Learn, Resource Management for School Administrators (with Craig Schilling), Managing Human Resource and Collective Bargaining (with Craig Schilling) and Leading School Change: Maximizing resources for school improvement (with Craig Schilling and Margaret Trybus) by Rowman & Littlefield Education, and has made guest appearance on many national radio and television shows.
Craig A. Schilling, Ed.D. is an Associate Professor at Concordia University Chicago teaching education finance, law, human resources and school business management. He is author of Resource Management for School Administrators (with Dan Tomal), Managing Human Resource and Collective Bargaining (with Dan Tomal) and Leading School Change: Maximizing resources for school improvement (with Craig Schilling and Margaret Trybus) by Rowman & Littlefield Education He has served on a number of state and national associations and spoken at state, national and international conferences.
Robert Wilhite, Ed.D. is a Professor and the Department Chair for Leadership at Concordia University Chicago. He teaches educational law, instructional leadership, supervisory practices, and school evaluation change processes. He is a former elementary, middle school, and high school principal, associate superintendent for curriculum and instruction, and superintendent of schools. He has most recently published articles on homeless students and adaptive leadership, “Chicago HOPES: Eliminating Educational Roadblocks for Homeless Students, “American School Board Journal, May 2011, “Applying Adaptive Leadership to Sustain K-12 District Initiatives and Challenges,” International Journal of Educational Leadership Preparation, Vol. 5 No. 3, 2010. He has facilitated training programs for the Midwest Principal Center and consulted with school districts across northern Illinois. He currently serves on the Illinois Licensure Board, Principal Review Panel, evaluating the design of university principal preparation programs in Illinois.
Foreword
Acknowledgments
Introduction
Chapter 1 Defining the Teacher as Leader
Objectives
Informal and Formal Teacher Leaders
The Need for Teacher Leaders
Shared Leadership and School Improvement
State Initiatives in Teacher Leadership
Summary
Case Study
Exercises and Discussion Questions
References
Chapter 2 The Nature of Teacher Leaders
Objectives
Teacher Leader Pathways
Teacher Leader Roles and Functions
Successful Leadership Factors
A Study of Teacher Leader Core Competencies
Summary
Case Study
Exercises and Discussion Questions
References
Chapter 3 Standards Based Teacher Leadership
Objectives
National Leadership Standards
The Seven Teacher Leader Model Standards
Summary
Case Study
Exercises and Discussion Questions
References
Chapter 4 Selecting, Coaching and Mentoring
Objectives
Interviewing and Selecting Applicants
Orienting, Coaching, and Mentoring Employees
Understanding Employment Laws when Coaching
Summary
Case Study
Exercises and Discussion Questions
References
Chapter 5 Leading and Motivating
Objectives
Leading Team Members
Motivating Team Members
Building Teamwork and Accountability
Summary
Case Study
Exercises and Discussion Questions
References
Chapter 6 Communicating, Collaborating, and Evaluating
Objectives
Communicating with Team Members
Effective Nonverbal Communication
Effective Verbal Communication
Managing conflicts and building collaboration
Conducting Performance Evaluations
Summary
Case Study
Exercises and Discussion Questions
References
Chapter 7 Managing Change
Objectives
The Need for Change
Teacher Leaders as Change Agents
Change Skills for Teacher Leaders
Executing Change – Trends and Challenges
Summary
Case Study
Exercises and Discussion Questions
References
Chapter 8 Managing Resources to Promote Student Learning
Objectives
Resources and Student Achievement
Allocating and Managing Resources
Managing Technology
Summary
Case Study
Exercises and Discussion Questions
References
Chapter 9. School Improvement and Teacher Leadership
Objectives
Models for School Improvement
Critical Issues in Promoting School Improvement
Establishing and Obtaining Accountability
Summary
Case Study
Exercises and Discussion Questions
References
Epilogue
Appendix A – Teacher Leader websites
Appendix B – Teacher Leader Model Standards
Appendix C – Technology Standards for School Administrators
Appendix D – ISLLC standards
Appendix E – ELCC standards
Appendix F – InTASC standards
About the Authors
Index
The book distills many topics covered in the courses of an educational leadership degree or certificate program into a reference guidebook. . . .In summary, the book is a reasonable reference for those new to the school administration profession.
— Global Education Review
The authors provide an excellent basis for understanding the teacher leader. I'm confident that this book will provide a positive contribution to education.
— John W. Sparlin, assistant superintendent for administrative services, school district 308 - district administration Center, Illinois
In a time when the success of our children and schools is increasingly dependent on the combined efforts of the entire school family, teachers are called upon to provide more instructional and programmatic leadership than ever. This book should be required reading! The emphasis on core competencies combined with the clear and compelling examples make it practical as well as valuable. This book is thorough and helpful. I recommend it wholeheartedly!
— Thomas P. Jandris, PhD, senior vice president for innovation, dean, College of Graduate & Innovative Programs, Concordia University Chicago
The role of the teacher leader is critical to the future of educational practice and this book is a practical and understandable resource. I highly recommend this book.
— Michael A. Jacoby, Ed.D., CAE, SFO, executive director/CEO, Illinois Association of School Business Officials
I recommend this book to all teachers and teacher leaders who want to excel in their vital roles. The authors have applied their vast experience and unparalleled knowledge and wisdom to develop this comprehensive volume on educational leadership!
— Alan E. Meyer, Ph.D., interim president, Concordia University Chicago
This book is not only a valuable resource for administrators who want to improve development of outstanding teacher leaders, but it can also be a resource for prospective teacher leaders.
— Kerry R. Leiby, superintendent, Norridge School District 80, Illinois
Drs. Tomal, Schilling and Wilhite have provided not only a comprehensive framework for effective Teacher Leadership, they have also shared a wealth of resources, real-world applications and insights that any future leader or instructional coach would benefit from. This book won't simply sit on a shelf--it will serve as a guide to educational excellence.
— Michael Schlabra, Ed.D., executive director for the division of research & doctoral programs associate, Concordia University Chicago
Drs. Schilling, Tomal, and Wilhite have captured the 'essence of teacher leadership' that is well written and insightful. I highly recommend this book as a must read for leaders.
— Jon Mielke, Ed.D., executive counselor for Christian education, and superintendent, The Lutheran Schools of Indiana