This case study describes how all leaders in one elementary school focused their collective work implementing a dramatically changed, state-mandated teacher-evaluation system. The article describes how multiple leaders created new professional development structures based on staff feedback and adapted exiting professional development structures to focus on student achievement. Findings indicate that strongly held collective leadership beliefs and values are interwoven with professional development structures in an intertwined lattice of leadership.
BinkleyN. (1997). Principals’ role in policy change: Mediating language through professional beliefs. Journal of Educational Administration, 35, 56-73.
2.
ByrkA. S.LeeV. E.HollandP. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
3.
ByrkA. S.SebringP. B.AllensworthE.LuppescuS.EastonJ. Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
4.
CreswellJ. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
5.
Darling-HammondL. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York, NY: Teachers College Press.
6.
DatnowA.HubbardL.MehanH. (2002). Extending educational reform: From one school to many. New York, NY: Rutledge-Falmer.
7.
DerringtonM. L.CampbellJ. W. (2013). The changing conditions of instructional leadership: Principals’ perceptions of teacher evaluation accountability measures. In BarnettB. G.ShohoA. R.BowersA. J. (Eds.), School and district leadership in an era of accountability (pp. 231-251). Charlotte, NC: Information Age.
FennellH. A. (1999, April). Encouraging teacher leadership. Paper presented during the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
10.
FullanM. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
11.
FullanM. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press.
12.
FullanM. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco, CA: Jossey-Bass.
13.
HalversonR. (2007). Systems of practice and professional community: The Adams case. In SpillaneJ. P.DiamondJ. B. (Eds.), Distributed leadership in practice (pp. 35-62). New York, NY: Teachers College Press.
14.
HopkinsM.SpillaneJ. P.JakopovicP.HeatonR. M. (2013). Infrastructure redesign and instructional reform in mathematics: Formal structure and teacher leadership. The Elementary School Journal, 114, 200-224.
15.
LambertL. (2003). Leadership redefined: An evocative context for teacher leadership. School Leadership & Management, 23, 421-430.
16.
LeithwoodK. (2013). Concluding synthesis and commentary. In BarnettB. G.ShohoA. R.BowersA. J. (Eds.), School and district leadership in an era of accountability (pp. 255-269). Charlotte, NC: Information Age.
17.
LeithwoodK.HarrisA.HopkinsD. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28, 27-42.
18.
ManginM. (2007). Facilitating elementary principals’ support for instructional teacher leadership. Educational Administration, 43, 319-357.
19.
MarksH. M.PrintyS. M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39, 370-397.
20.
MerriamS. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
21.
MilesM. B.HubermanA. H. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
22.
MollerG.Childs-BowenD.ScrivnerJ. (2001). Teachers of the year speak out: Tapping into teacher leadership. Greensboro, NC: Southeastern Regional Vision for Education.
23.
MurphyJ.HallingerP.HeckR. H. (2013). Leading via teacher evaluation: The case of the missing clothes?Education Researcher, 42, 349-354.
24.
NeumerskiC. M. (2013). Rethinking instructional leadership, a review: What do we know about principal, teacher, and coach instructional leadership, and where should we go from here?Educational Administration Quarterly, 49, 310-347.
25.
NoddingsN. (2007). When school reform goes wrong. New York, NY: Teachers College Press.
26.
PattonM. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
27.
PrintyS. M.MarksH. M. (2006). Shared leadership for teacher and student learning. Theory into Practice, 45, 125-132.
28.
PrintyS. M.MarksH. M.BowersA. J. (2009). Integrated leadership: How principals and teachers share transformational and instructional influence. Journal of School Leadership, 19, 504-532.
29.
SergiovanniT. (1991). Moral leadership: Getting to the heart of school improvement. San Francisco, CA: Jossey-Bass.
30.
SilinsH. C.MulfordW. R.ZarinsS. (2002). Organizational learning and school change. Educational Administration Quarterly, 38, 613-642.
31.
SmylieM. A.HartA. W. (1999). School leadership for teacher learning and change: A human and social capital development perspective. In MurphyJ.LouisK. S. (Eds.), Handbook of research on educational administration (2nd ed., pp. 421-440). San Francisco, CA: Jossey-Bass.
32.
SpillaneJ. P. (2003). Educational leadership. Educational Evaluation and Policy Analysis, 25, 343-346.
33.
SpillaneJ. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
34.
SpillaneJ. P.DiamondJ. B. (Eds.). (2007). Distributed leadership in practice. New York, NY: Teachers College Press.
35.
SpillaneJ. P.HalversonR.DiamondJ. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23-28.
36.
State Collaborative on Reforming Education. (2012). The SCORE prize. Nashville, TN: Author. Available from http://tnscore.org/
37.
SunM.FrankK. A.RenuelW. R.KimC. M. (2013). How external institutions penetrate schools through formal and informal leaders. Educational Administration Quarterly, 49, 610-644.
38.
SupovitzJ. (2014). Building a lattice for school leadership: The top to bottom rethinking of leadership development in England. Research Report (#RR-83). Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.
39.
UseemE. L.ChristmanJ. B.GoldE.SimonE. (1997). Reforming alone: Barriers to organizational learning in urban school change initiatives. Journal of Education for Students Placed at Risk, 2, 55-78.
40.
YinR. K. (2002). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
41.
YoungsP.KingB. M. (2002). Principal leadership for professional development to build school capacity. Educational Administration Quarterly, 38, 643-670.
