This study investigates the experiences of teacher leaders working to facilitate professional learning communities (PLCs) focused on inquiry into disciplinary literacy at the high school level. Specifically, we examine the moves that team leaders made to preserve focus and learning within their PLCs and how participants experienced their leadership. We found that the teacher leaders in this study established structures and routines for their PLCs to work productively together and that their facilitation was crucial for the success of inquiry, and thus for participants’ professional learning and growth.
BerryB., DaughtreyA., & WiederD. (2010). Teacher leadership: Leading the way to effective teaching and learning.Center for Teaching Quality.
4.
BorkoH. (2004). Professional development and teacher learning: Mapping the terrain.Educational Researcher,33(8), 3–15.
5.
BoudettK. P., CityE. A., & MurnaneR. J. (2013). Datawi.se: A step-by-step guide to using assessment results to improve teaching and learning.Cambridge, MA: Harvard Education Press.
6.
Cochran-SmithM., & LytleS. L. (2009). Inquiry as stance: Practitioner research for the next generation.New York, NY: Teachers College Press.
7.
CoplandM. A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement.Educational Evaluation and Policy Analysis,25(4), 375–395.
8.
CostaA., & GarmstonR. (2002). Cognitive coaching: A foundation for Renaissance schools (2nd ed.). Norwood, MA: Christopher-Gordon.
9.
CrockettM. D. (2004). Inquiry as professional development: Creating dilemmas through teachers’ work.Teaching and Teacher Education,18(5), 609–624.
10.
DanaN. F., & Yendol-HoppeyD. (2008). The reflective educator's guide to professional development: Coaching inquiry-oriented learning communities.New York, NY: Corwin Press.
11.
Darling HammondL., WeiR. C., AndreeA., RichardsonN., & OrphanosS. (2009). Professional, learning in the learning profession: A status report on teacher learning in the United States and abroad.Stanford, CA: National Staff Development Council.
12.
DonaldsonM. L., JohnsonS. M., KirkpatrickC. L., MarinellW. H., SteeleJ. L., & SzczesiulS. A. (2008). Angling for access, bartering for change: How second-stage teachers experience differentiated roles in schools.Teachers College Record,110(5), 1088–1114.
13.
ElmoreR. F. (2004). School reform from the inside out: Policy, practice, and performance.Cambridge, MA: Harvard Education Press.
14.
ErmelingB. A. (2010). Tracing the effects of teaching inquiry on classroom practice.Teaching and Teacher Education,26(3), 377–388.
15.
FaheyK., & IppolitoJ. (2015). Towards a general, theory of SRI's intentional learning communities.Denver, CO: School Reform Initiative.
16.
FairmanJ., & MackenzieS. (2015). How teacher leaders influence others and understand their leadership.International Journal of Leadership in Education,78(1), 61–87.
17.
FairmanJ. C., & MackenzieS. V. (2012). Spheres of teacher leadership action for learning.Professional Development in Education,38(2), 229–246.
18.
FullanM. (2011). Choosing the wrong drivers for whole system reform.East Melbourne, Victoria: Centre for Strategic Education.
19.
GallimoreR., ErmelingB. A., SaundersW. M., & GoldenbergC. (2009). Moving the learning of teaching closer to practice: Teacher education implications of school-based inquiry teams.Elementary School Journal,109(5), 537–553.
20.
GaretM. S., PorterA. C., DesimoneL., BirmanB. F., & YoonK. S. (2001). What makes professional development effective? Results from a national sample of teachers.American Educational Research Journal,38(4), 915–945.
21.
GlaserB. (1992). Basics of grounded theory analysis.Mill Valley, CA: Sociology Press.
22.
HargreavesA., & DennisS. (2009). The fourth way: The inspiring future for educational change.Thousand Oaks, CA: Corwin Press.
23.
HarrisA. (2011). System improvement through collective capacity building.Journal of Educational Administration,49(6), 624–636.
24.
HarrisA. (2005). Teacher leadership: More than just a feel-good factor?Leadership and. Policy in Schools,4(3), 201–219.
25.
HarrisA., & MuijsD. (2004). Improving schools through teacher leadership.London: Oxford University Press.
26.
HarrisA., & MuijsD. (2002). Teacher leadership: A review of the research.Nottingham, England: National College for School Leadership.
27.
HordS. M., & SommersW. A. (2008). Leading professional, learning communities: Voices from research and practice.Thousand Oaks, CA: Corwin Press.
28.
Institute for Educational Leadership (2008). Teacher leadership in high schools: How principals encourage it, how teachers practice it.Washington, DC: Institute for Educational Leadership.
IppolitoJ., DobbsC. L., & Chamer-LairdM. (2014). Bridge builders: Teacher leaders forge connections and bring coherence to literacy initiative.JSD/Learning Forward,35(3), 22–26.
31.
JacobsV. A. (2008). Adolescent literacy: Putting the crisis in context.Harvard. Educational Review,78(1), 7–39.
32.
JacobsonD. (2010). Coherent instructional improvement and PLCs: Is it possible to do both?Phi Delta Kappan,91(6), 38–45.
33.
JensenB., SonnemannJ., Roberts-HullK., & HungerA. (2016). Beyond. PD: Teacher professional learning in high-pet forming systems.Washington, DC: National Center on Education and the Economy.
34.
JoyceB., & ShowersB. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: ASCD.
35.
KoppichJ. (2001). Investing in teaching.Washington, DC: National Alliance of Business.
36.
LevensonM. R. (2014). Pathways to teacher leadership: Emerging models, changing roles.Cambridge, MA: Harvard Education Press.
37.
LiebermanA., & MillerL. (2004). Teacher Leadership.New York, NY: Teachers College Press.
38.
LortieD. C. (1975). Schoolteacher: A sociological, study.Chicago, IL: University of Chicago Press.
39.
ManginM. M., & DunsmoreK. (2015). How the framing of instructional coaching as a lever for systemic or individual reform influences the enactment of coaching.Educational Administration Quarterly,51(2), 179–213.
40.
MargolisJ. (2012). Hybrid teacher leaders and the new professional development ecology.Professional Development in. Education,38(2), 291–315.
41.
MilesM. B., & HubermanA. M. (1994). Qualitative data analysis (2nd edition).Thousand Oaks, CA: Sage Publications.
42.
MojeE. B. (2015). Doing and teaching disciplinary literacy with adolescent learners: A social and cultural enterprise.Harvard Educational Review,85(2), 254–278.
43.
MurphyJ. (2005). Connecting teacher leadership and school improvement, Newbury Park, CA: Corwin Press.
44.
NeilP., & JohnstonJ. (2005). An approach to analysing professional discourse in a school self-evaluation project.Research in Education,73, p. 73–86.
45.
NelsonT. H., SlavitD., PerkinsM., & HathornT. (2008). A culture of collaborative inquiry: Learning to develop and support professional learning communities.Teachers College Record,110(6), 1269–1303.
46.
NelsonT. H., DeuelA., SlavitD., & KennedyA. (2010). Leading deep conversations in collaborative inquiry groups.The Clearing House,83(5), 175–179.
47.
NewmannF. M., KingM. B., & RigdonM. (1997). Accountability and school performance: Implications from restructuring schools.Harvard-Educational Review,67(1), 41–75.
48.
O'DayJ. A. (2002). Complexity, accountability, and school improvement.Harvard. Educational Review,72(3), 293–329.
49.
PariseL. M., & SpillaneJ. P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice.The Elementary School Journal,110(3), 323–346.
50.
PellicerL. O., & AndersonL. W. (1995). A handbook for teacher leaders.Thousand Oaks, CA: Corwin Press.
51.
RasberryM. A., & MahajanG. (2008). From isolation to collaboration: Promoting teacher leadership through PLCs.Chapel Hill, NC: Center for Teaching Quality.
52.
RonfeldtM., FarmerS. O., McQueenK., & GrissomJ. A. (2015). Teacher collaboration in instructional teams and student achievement.American Educational Research Journal,52(3), 475–514.
53.
SaundersW., GoldenbergC., & GallimoreR. (2009). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of Title I schools.American Educational Research Journal,46(4), 1006–1033.
54.
ServageL. (2008). Critical and transformative practices in professional learning communities.Teacher Education Quarterly,35(1), 63–77.
ShanahanT., & ShanahanC. (2012). What is disciplinary literacy and why does it matter?Topics in Language Disorders,33(1), 7–18.
57.
ShanahanC., ShanahanT., & MisischiaC. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistryJournal of Literacy Research,43(4), 393–429.
58.
SilvaD., GimbertB., & NolanJ. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership.Teachers College Record,102(4), 779–804.
59.
SmylieM. A., ConleyS., & MarksH. M. (2002). Reshaping leadership in action. In MurphyJ. (Ed.). The educational leadership challenge: Redefining leadership for the 21st century.Chicago, IL: National Society for the Study of Education.
60.
StakeR. E. (2005). Qualitative case studies. In DenzinN. K., & LincolnY.S. (Eds.), The Sage handbook of qualitative, research. (3rd ed., pp. 443–466). Thousand Oaks, CA: Sage.
61.
StraussA., & CorbinJ. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory: (2nd edition). Thousand Oaks, CA: Sage Publications.
62.
SunM., FrankK. A., PenuelW. R., & KimC. M. (2013). How external institutions penetrate schools through formal and informal leaders.Educational Administration Quarterly,49(4), 610–644.
63.
SupovitzJ. A. (2002). Developing communities of instructional practice.Teachers College Record,104(8), 1591–1626.
64.
SupovitzJ. A., SirinidesP., & MayH. (2010). How principals and peers influence teaching and learning.Educational Administration Quarterly,46(1), 31–56.
65.
TalbertJ. E. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. In HargreavesA., LiebermanA., FullanM., & HopkinsD. (Eds.), The Second International Handbook of Educational Change (pp. 555–571). New York, NY: Springer.
66.
TroenV., & BolesK. C. (2012). The power of teacher teams: With cases, analyses, and strategies for success.Thousand Oaks, CA: Corwin.
67.
VescioV., RossD., & AdamsA. (2008). A review of the research on the impact of professional learning communities on teaching practice and student learning.Teaching and Teacher Education,24(1), 80–91.
68.
WestEd., (2006). Using data for decision-making: A comprehensive process for school improvement.R&D Alert,8(1), 4–7.
69.
WilsonS. M., & BerneJ. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development.Review of Research in Education,24(1999), 173–209.
70.
WoodD. R. (2009). Professional learning communities: Teachers, knowledge, and knowing.Theory Into Practice,46(4), 281–290.
71.
YinR. K. (2009). Case study research: Design and methods (4th edition). London: Sage Publications.
72.
York-BarrJ., & DukeK. (2004). What do we know about teacher leadership? Findings from two decades of scholarship.Review of Educational Research,74(3), 255–316.
