• Textbook 3: Chapters 1–4
• The Teacher Leadership Competencies
• Lesson 1 commentary

• What Is a Teacher Leader? by EngageNY
• 10 Traits of Teacher Leaders
• What Principals Look for in Teacher Leaders
• Future Ready: Growing Teachers as Leaders

• Review responsibilities for maintaining academic integrity.
• Compare the differences between administration/management and leadership and between formal and informal leaders.
• Identify various teacher leadership definitions and competencies.
• Identify key dispositions of teacher leaders and relate each to existing, personal leadership traits as teachers.
• Identify teacher leadership skills for impacting instruction.
• Compare advantages and challenges of serving as a teacher leader.
• Develop a conceptual framework for teacher leadership.
• Critique your own skills and dispositions and begin to assess the nature of your own leadership as a teacher.

• Discussions:
  • Class Introductions
• Assignments:
  • Review Academic Integrity
  • Personal Reflection #1

• Textbook 3: Chapters 5–6
• Teacher Leadership Federal Policy Recommendations
• Five Goals for Teacher Leadership
• Lesson 2 commentary

• Authors and Policy Experts Discuss Engaging Teachers in Designing Evaluation Systems
  • Introduction
  • From Seniority to a Performance-Driven Field
  • Gen Y's Impact on the Workforce and the World
  • Teacher Engagement Takes Place on Many Levels
  • Teacher Takeaways from Recent Reform
  • Where Can Teacher Voice Make a Difference?

• Identify the organizational structures and policies in a school.
• Identify how teacher leaders work with organizational structures and influence them.
• Conceptualize teacher leadership as both an organizational role and a professional development strategy.
• Identify various kinds of evidence of student learning.
• Define and differentiate between formative and summative assessment.
• Formulate a position on the role of teacher leadership influencing policy for evaluation reform.

• Discussions:
  • Teacher Leadership and Policy
• Assignments:
  • Plan for Walk-Throughs
  • Critical Reading Response #1

• Textbook 1: Chapter 15
• Taylor, J. (2008). Instructional coaching: The state of the art. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective teacher leadership: using research to inform and reform (pp. 10–25). New York, NY: Teachers College Press.
• Knight, J. (2005). A Primer on Instructional Coaches. Principal Leadership, 5(9), 16–21. Retrieved from https://search.proquest.com/docview/234989059
• Lang, N. D. (2018). Reverberation. In Everyday instructional coaching: Seven daily drivers to support teacher effectiveness. Bloomington, IN: Solution Tree Press.
• Lesson 3 commentary

• Instructional Coaching: Staff Development for Improved Teacher and Student Learning
• What Does an Instructional Coach Do?
• Podcasts:
  • Teacher Leadership Matters! Leadership with Latoya, Season 1, Episode 10
  • A Vision of Teacher Leadership: Talks with Teachers, Episode 40
  • If Principals Aren’t Inspiring Teachers, Who Is? Better Leaders Better Schools, Episode 74 with Suzanne Mitchell
  • Encouraging Teacher Leadership: What Works, What Does Not: #EdChat Radio, Episode 62
  • Be A Great Leader: How to Inspire Others To Do Remarkable Things with Simon Sinek: The Marie Forleo Podcast, Episode 46, with Simon Sinek

• Conceptualize instructional coaching as a means of contributing to instructional leadership (led by principals) in schools.
• Identify the functions of instructional coaching.
• Use the concepts of loose coupling and distributed leadership to enhance understanding of instructional leadership.
• Explain instructional coaching as an example of distributed leadership.
• Explain the cognitive theory of action regarding how instructional coaching works.
• Identify ways instructional coaches can promote a trusting school culture through transparency.
• Conduct a walk-through from an instructional coaching perspective and report on the experience.

• Discussions:
  • Cognitive Theory of Action and Instructional Coaching
• Assignments:
  • Walk-throughs
    • Reading: Lang, 2018 (Reverberation chapter)
    • Tools: Solution Tree Reverberation Cycle Tool , Coach Reflection Tool

• Textbook 1: Chapter 15
• Ankrum, R. J. (2016). Utilizing teacher leadership as a catalyst for change in schools. Journal of Educational Issues, 2(1), 151–165. https://doi.org/10.5296/jei.v2i1.9154
• Peterson, M. S. (2005). The ethical dilemmas of high-stakes testing and issues for teacher preparation programs. Journal of College and Character, 6(7). https://doi.org/10.2202/1940-1639.1484
• Lesson 4 commentary

• Empathy 101
• Podcasts (revisited):
  • Teacher Leadership Matters! Leadership with Latoya, Season 1, Episode 10
  • A Vision of Teacher Leadership: Talks with Teachers, Episode 40
  • If Principals Aren’t Inspiring Teachers, Who Is? Better Leaders Better Schools, Episode 74 with Suzanne Mitchell
  • Encouraging Teacher Leadership: What Works, What Does Not: #EdChat Radio, Episode 62
  • Be A Great Leader: How to Inspire Others To Do Remarkable Things with Simon Sinek: The Marie Forleo Podcast, Episode 46, with Simon Sinek

After completing Part I of this lesson, you should be able to do the following:

• Identify the components of a vision plan.
• Consider cultural and structural conditions as they may promote or inhibit vision.
• Differentiate between core values, moral codes, and ethics.
• Recognize the ethical challenges inherent in high-stakes testing as one example of professional practice.
• Reach an informed opinion about the extent to which ethical decisions and actions by a teacher leader should oppose the policy status quo in a school.
• Formulate a position on the role of teacher leadership as it influences organizational capacity.

After completing Part II of this lesson, you should be able to do the following:

• Complete research compliance and protections trainings via the Collaborative Institutional Training Initiative (CITI).
• Complete the responsible conduct of research (RCR) education program.
• Create an awareness of ethical principles and established professional norms in the performance of all activities related to scholarship and research via SARI (Scholarship and Research Integrity).
• Address ethical challenges that may arise when conducting research.

• Discussions:
  • Using Literature to Inform Instructional Practice
• Assignments:
  • CITI/SARI Requirements
  • Critical Reading Response #2

• Textbook 1: Chapter 16
• Textbook 2: Chapter 1
• Teacher Leadership Inquiry Proposal
• Lesson 5 commentary

• Teacher Inquiry Project: Digital Story
• Association of Raza Educators—Teacher Inquiry Group Dec 2010

• Recognize similarities and differences among research-related terms.
• Articulate the main ideas embedded in the question “What counts as evidence?” and its significance.
• Explore examples of ways teacher leaders can prepare inquiries.
• Brainstorm ideas for the Teacher Leader Inquiry Proposal.
• Make connections between teacher inquiry and various aspects of teacher practice and school operation.

• Discussions:
  • Inquiry and Media Search Share
• Assignments:
  • Personal Reflection #2

• Textbook 2: Chapter 2
• Lesson 6 commentary

• N/A

• Identify the eight areas of “passion” from which you can generate a possible wondering/inquiry question.
• Consider what makes an inquiry question useful for your practice.
• Identify the key arguments (as per readings) for why questions are essential to the inquiry process.
• Use the questioning process examples from the reading to guide your own questioning process.

• Discussions:
  • Asking a Good Question
• Assignments:
  • Passion Response

• Textbook 2: Chapters 4 and 6
• Lesson 7 commentary

• N/A

• Identify 12 sources of data.
• Distinguish types of data that can be combined to help answer certain types of questions.
• Recognize how data collection fits into an overall research plan.
• Define data analysis.
• Identify the four stages of the data analysis process.
• Identify categories of data analysis commonly used in teacher inquiry.
• Identify the components of an inquiry process proposal.

• Discussions:
  • Data Inventory
• Assignments:
  • Proposal Template and Inquiry Question Development

• Textbook 2: Chapters 7–9
• Lesson 8 commentary

• N/A

• Identify indicators of inquiry quality.
• Identify strategies for publication of information.
• Reflect upon ways to enhance the quality of inquiry based on the readings and your own experience of designing a research proposal.
• Review a research inquiry article to highlight strengths and weaknesses and the article’s applicability to teaching practice.
• Select research relevant to local, state, national trends/policies as the policy(ies) impact(s) instruction and student learning
• Identify the components of an inquiry process proposal.
• Address all required components of article critique including: purpose, theoretical foundations, population/sample, ethical practices/informed consent, data collection and analysis, findings, implications, evaluation.

• Discussions:
  • Proposal Work
• Assignments:
  • Article Critique to Inform Continued Proposal Work (Domain VII)

NOTE: First draft of proposal is due in Lesson 11 (Domain II).

• Textbook 1: Forward and Introduction
• Textbook 1: Chapters 5 and 9
• Fullan, M. (2018). The Principalship has changed: 2020 here we come! Principal Connections, 22(1), 18–19.
• Youngs, H. (2009). (Un)critical times? Situating distributed leadership in the field. Journal of Educational Administration and History, 41(4), 377–389. https://doi.org/10.1080/00220620903211588
• Lesson 9 commentary

• N/A

• Define professional culture and explain the relevance of the term as it pertains to teacher leadership.
• Identify the role of teacher leaders in contributing to professional culture within the school.
• Predict ways teacher leadership practice may support the future role of principals as global leaders.
• Conceptualize teacher leadership as both an organizational role and a professional development strategy.
• Make connections between distribution of leadership and teacher leadership practice.
• Foster a collaborative culture to support educator development and student learning.
• Identify the organizational structures and policies in a school.
• Identify how teacher leaders work with organizational structures and policies and influence them.

• Discussions:
  • Policy and Teacher Leadership (Domain I)
• Assignments:
  • Personal Reflection #3

• Textbook 1: Chapters 4 and 6–8
• Huggins, K. S., Lesseig, K., & Rhodes, H. (2017). Rethinking teacher leader development: A study of early mathematics teachers. International Journal of Teacher Leadership, 8(2), 28–48.
• Lesson 10 commentary

• N/A

• Reflect on internal processing necessary for individuals in the shift from teacher to teacher leader.
• Analyze practical applications of teacher leadership as it builds capacity for teacher leaders in schools.
• Explain ways serving as a mentor for other teachers serves to develop teacher leadership practices.
• Identify ways mentors can influence instructional practices of teachers.
• Analyze individual capacity for servant leadership and relate to specific examples from authentic practice.
• Identify gaps in curriculum, currently, in your school.
• Plan for reform or improvement that addresses gaps currently identified in curricula in your school.
• Identify with a selected teacher leader role and provide an example of working in that role.
• Formulate a position on maximizing teacher leadership in schools through the roles required of teacher leaders in practice.

• Discussions:
  • Teacher Leadership Roles in Practice
• Assignments:
  • Critical Reading Response #3

• Textbook 1: Chapters 10–13
• Killion, J., Harrison, C., Colton, A., Bryan, C., Delehant, A., & Cooke, D. (2016). A systemic approach to elevating teacher leadership. Oxford, OH: Learning Forward.
• Lesson 11 commentary

• N/A

• Reflect thoughtfully on building capacity for enhanced leadership within the self.
• Explore the complexities of trust, efficacy, agency, and mentorship in teacher leadership.
• Compare teacher leadership practice in the United States with international practices.
• Evaluate skills related to teacher leadership practice.
• Summarize aspects of advocacy for teacher leadership as a profession.
• Assess the value and importance of taking risks in teacher leadership.
• Submit first draft of the Teacher Leader Inquiry Proposal for peer review.

• Discussions:
  • Risk-Taking
• Assignments:
  • Submit First Draft of Teacher Leader Inquiry Proposal for Peer Review

• Textbook 3: Chapters 8–9
• Textbook 1: Chapters 1–3 and 14
• Model Teacher Leader Standards, by the Teacher Leadership Exploratory
• Lesson 12 commentary

• Building Capacity of Teacher Leaders
• Transforming Professional Development Through Teacher Leadership
• Growing Teachers as Leaders

• Make connections between teacher leadership and the standards that inform relevant knowledge and skills.
• Identify structural and cultural conditions that promote or inhibit development of teacher leadership in a school.
• Identify the set of leadership skills demonstrated by successful teacher leaders.
• Make connections between previous learning and new information about teacher leadership development.
• Write a measurable objective to align teacher leader competencies with professional practice.
• Analyze video content related to building capacity for teacher leadership.
• Focus on a fully developed problem statement.
• Discuss relevant literature.
• Envisage reasonable methods, analysis, and implications.

• Discussions:
  • Media Review
• Assignments:
  • Conference for Teacher Leader Inquiry Proposal (Domain II)

• Textbook 3: Chapter 7
• Heath, S. (1983). Ways with words. New York, NY: Cambridge University Press.
• Tuters, S., & Portelli, J. (2017). Ontario school principals and diversity: Are they prepared to lead for equity? International Journal of Ed Management, 31(5), 598–611. https://doi.org/10.1108/IJEM-10-2016-0228
• Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347–377. https://doi.org/10.1086/597493
• National Education Association. (2008). Parent, family, community involvement in education (Policy brief No. PB11). Washington, DC: Author.
• Lesson 13 commentary

• Impact of Teacher Leadership
• Teacher Leadership: The Pathway to Common Core Success

• Develop a historical perspective on inquiry as it informs issues of equity and diversity.
• Consider ways in which inquiry may serve to enhance connections with school community.
• Distinguish between equity and equality in education.
• Identify ways to encourage parents, families, and community to become actively engaged in school and its improvement.
• Form an understanding of various perspectives on the topic of equitable leadership for diverse classrooms using a jigsaw activity.
• Create professional development presentation to promote teacher leadership as essential to continual improvement of teaching and learning.
• Identify a mentor within an educational setting to support your development of equitable teacher leadership practice as a measure of progress in your program of study.

• Discussions:
  • Jigsaw: Equity Leadership for Diverse Classrooms
    • Jacobs, J. (n.d.). Teacher leaders and equity-centered pedagogy: Empowerment and development through action research. Journal of Research in Education, 22(2), 74–102. Retrieved from files.eric.ed.gov/fulltext/EJ1098421.pdf
    • Warikoo, N. K. (2010). Symbolic boundaries and school structure in New York and London schools. American Journal of Education, 116(3), 423–451. https://doi.org/10.1086/651415
    • Delpit, L., & Kohl, H. (2006). Other people's children: Cultural conflict in the classroom. New York, NY: New Press.
    • Holland, M. M. (2012). Only here for the day: The social integration of minority students at a majority white high school. Sociology of Education, 85(2), 101–120. https://doi.org/10.1177/0038040712440789
• Assignments:
  • Identify a Mentor (Domain VI)
  • Preview Presentation from Lesson 14

• Textbook 1: Chapters 17–19
• Lesson 14 commentary

• Professional Development Presentations as assigned (small groups)

• Create professional development presentation to promote teacher leadership as essential to continual improvement of teaching and learning.
• Apply leadership standards in development of an authentic learning context.
• Articulate a cogent, practice-based, conceptual framework—an outline of skills and dispositions—for teacher leadership.
• Describe ways teacher leadership may support instructional leadership.
• Explain the role of teacher leader in contrast with administrative leader.
• Create a visual that contrasts teacher leadership with highly effective teaching (at least three ways).
• Describe ways teacher leadership may contribute to professional development strategies.
• Identify seven domains of teacher leadership.
• Present your opinion of why and how teacher leadership is essential in the context of an assigned domain.
• Articulate the ethical and equity issues accompanying teacher leadership in the context of a selected leadership domain.
• Identify and use appropriate technologies to promote collaborative and differentiated professional learning.
• Facilitate professional learning among colleagues.
• Work with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning.
• Provide constructive feedback to colleagues to strengthen teaching leadership practice to improve student learning.

• Discussions:
  • Presentation: Review and Discourse
• Assignments:
  • None

• Koyama, J. (2013). Global scare tactics and the call for US schools to be held accountable. American Journal of Education, 120(1), 77–99. https://doi.org/10.1086/673122
• Lesson 15 commentary

• A Touch of Greatness presents the classroom teaching practice and legacy of Albert Cullum

• Critique the link between global economic competition and educational achievement.
• Analyze how local leaders use global themes to promote reform agendas.
• Identify the professional ethics embedded in teacher enhancement.
• Reflect on central ideas of course and apply to personal teacher leadership practice.

• Discussions:
  • Presentation Review and Discourse Continued
• Assignments:
  • Final Draft of Teacher Leader Inquiry Proposal (Domain II)