The Teacher Leader

This CHOICE award-winning author has teamed up with a national school resource expert to write a comprehensive book on teacher leaders. Everything you need to know regarding the leadership role of teacher leaders in school improvement, managing change and improving learning are covered. The book starts by reviewing some original research on the role of teacher leaders in schools and then addresses the skill sets needed by teacher leaders: state and federal frameworks, coaching for effective instruction, selecting and mentoring, managing change, managing resources for student learning, and school improvement.
Features:
A comprehensive book covering all aspects of teacher leaders including original research on the role of teacher leadersEach chapter objectives are aligned with the new ELCC, ISLCC, TLEC and InTASC standards on accreditationMany federal and various state data sources are includedEach chapter contains a comprehensive case study and exercises for practical applicationProvides a blend of academic, theory and practical perspectives on how to implement and execute changeSeveral handy resources are included in the appendices

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