Developing an Inquiry Stance Toward Instructional Leadership: Teacher Leader Action Research

Session 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 papers originating from school district/university partnerships are presented. Implications regarding inquiry-focused leadership practice are presented; discussion centers on utilization of teacher leadership and action research to support system-wide instructional improvement.

Sub Unit

• Division A - Administration / Section 5: Leadership Development

Chair

• Chrysan Gallucci, University of Washington

Papers

• Teacher Leadership and Action Research: A New “Space” for Professional Development - Stephanie Forman, University of Washington - Seattle; Kjellaug Elizabeth Rowe, Kent School District; Chrysan Gallucci, University of Washington

• Teacher as Researcher, Teacher as Scholar, and Teacher as Leader - Michael Gerard Ryan, Montclair State University; Monica Taylor, Montclair State University

• Teacher Leadership in a Newly Designed 21st-Century Community Learning Center: An Inquiry Approach - Rachel Wolkenhauer, University of Florida; Ashley Pennypacker Hill, University of Florida; Nancy Fichtman Dana, University of Florida

Discussant

• Ann Lieberman, Stanford University