Table of Contents

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

About the Author

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.

Reviews

The book distills many topics covered in the courses of an educational leadership degree or certificate program into a reference guidebook. . . .In summary, the book is a reasonable reference for those new to the school administration profession. * Global Education Review *
The authors provide an excellent basis for understanding the teacher leader. I'm confident that this book will provide a positive contribution to education. -- John W. Sparlin, assistant superintendent for administrative services, school district 308 - district administration Center, Illinois
In a time when the success of our children and schools is increasingly dependent on the combined efforts of the entire school family, teachers are called upon to provide more instructional and programmatic leadership than ever. This book should be required reading! The emphasis on core competencies combined with the clear and compelling examples make it practical as well as valuable. This book is thorough and helpful. I recommend it wholeheartedly! -- Thomas P. Jandris, PhD, senior vice president for innovation, dean, College of Graduate & Innovative Programs, Concordia University Chicago
The role of the teacher leader is critical to the future of educational practice and this book is a practical and understandable resource. I highly recommend this book. -- Michael A. Jacoby, Ed.D. SFO, CAE, executive director, Illinois ASBO
I recommend this book to all teachers and teacher leaders who want to excel in their vital roles. The authors have applied their vast experience and unparalleled knowledge and wisdom to develop this comprehensive volume on educational leadership! -- Alan E. Meyer, Ph.D., interim president, Concordia University Chicago
This book is not only a valuable resource for administrators who want to improve development of outstanding teacher leaders, but it can also be a resource for prospective teacher leaders. -- Kerry R. Leiby, superintendent, Norridge School District 80, Illinois
Drs. Tomal, Schilling and Wilhite have provided not only a comprehensive framework for effective Teacher Leadership, they have also shared a wealth of resources, real-world applications and insights that any future leader or instructional coach would benefit from. This book won't simply sit on a shelf--it will serve as a guide to educational excellence. -- Michael Schlabra, Ed.D., executive director for the division of research & doctoral programs associate, Concordia University Chicago
Drs. Schilling, Tomal, and Wilhite have captured the 'essence of teacher leadership' that is well written and insightful. I highly recommend this book as a must read for leaders. -- Jon Mielke, Ed.D., executive counselor for Christian education, and superintendent, The Lutheran Schools of Indiana