Teacher Leader Research: Urban English Language Learner Facilitators Inquire Into Their Leadership Practice

Session Submission Type: Symposium

Abstract

Although teacher-initiated research and a reliance on teacher leadership have both flourished over recent decades, there have been few reports of research initiated by teacher leaders. This symposium takes up this gap. We challenge the assumption that teacher leaders are automatically experts in the wide-range of skills and activities they are called upon to perform and suggest action research as one means of supporting inquiry-based teacher leadership development. Three action research projects carried out by a group of English Language Learner Facilitators in one urban Pacific Northwest school district are presented. Implications regarding their leadership practice and their professional and intellectual development are considered; discussion centers on practitioner voice in achieving educational reform goals.

Sub Unit

• SIG-Teacher as Researcher

Chairs

• Chrysan Gallucci, University of Washington

• Bernard Koontz, Highline Public Schools

Papers

• Using Student Surveys to Inform General Education Teachers about their English Language Learners - Stephanie Forman, Highline Public Schools

• Data-Driven Planning for English Language Learners: Utilizing ELD (English Language Development) Data to Support Classroom Instructional Decisions - Shawnda Fukano, Mount View Elementary

• The English Language Learner Specialist and the Classroom Teacher: Providing Support for Newcomer English Language Learners - Rachel Hoff, Highline Public Schools

Discussants

• James H. Lytle, University of Pennsylvania

• Mary Klehr, Madison Metropolitan School District/University of Wisconsin-Madison Teacher Education Center