Citation
Constructing a teacher-leader identity

Material Information

Title:
Constructing a teacher-leader identity a narrative inquiry of elementary school teachers
Creator:
Cortez-Ford, Evelyn
Publication Date:
Language:
English
Physical Description:
x, 228 leaves : ; 28 cm.

Subjects

Subjects / Keywords:
Educational leadership ( lcsh )
Narrative inquiry (Research method) ( lcsh )
Elementary school teachers ( lcsh )
Educational leadership ( fast )
Elementary school teachers ( fast )
Narrative inquiry (Research method) ( fast )
Genre:
bibliography ( marcgt )
theses ( marcgt )
non-fiction ( marcgt )

Notes

Abstract:
This study examined nine elementary school teachers' journeys to construct a teacher leader identity. The teachers in this study were all classroom teachers whose primary job is teaching. Teachers in formal teacher leadership positions, whose work is primarily with adults, were exempt from this study. Using the question, "what is the constructivist path for teachers in creating a leader identity," I sought to uncover how teachers construct a teacher-leader identity. Participants wrote four autobiographical narratives answering an essential question each time: "Who am I?", "Where am I?", "How do I lead?", and "What can I do?" (Katzenmeyer & Moller, 1996). To analyze the narratives, I employed three analytic tools: employment, three-dimensional inquiry space, and narrative configuration. Although each teacher's story is unique, the leadership narratives resulted in four templates--member, servant, model, and change agent--that illustrate how she came to understand herself as a leader. These templates emerged from the narrative language that teachers used to construct a teacher-leader identity. Regardless of the narrative template, each teacher showed a process of having to straddle the line (Mishler, 1999) between personal- and professional-selves, polarized views of leadership, and teaching and leading.
Thesis:
Thesis (Ph. D.)--University of Colorado Denver, 2008.
Bibliography:
Includes bibliographical references (leaves 215-228).
Statement of Responsibility:
by Evelyn Cortez-Ford.

Record Information

Source Institution:
University of Colorado Denver
Holding Location:
Auraria Library
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
851191575 ( OCLC )
ocn851191575

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Full Text

PAGE 15

The Progression o/Teacher Leadership

PAGE 16

Definition a/Teacher Leadership

PAGE 17

Teacher Leadership in the School Context

PAGE 18

Teacher-Leadership Development

PAGE 20

Narrative-Identity Construction

PAGE 21

Narrative Analysis

PAGE 24

Distributed Leadership

PAGE 27

Historical Roots o/Teacher leadership

PAGE 29

Definitions a/Teacher Leadership Teacher leadership

PAGE 31

Teacher Leader Work

PAGE 32

like

PAGE 33

Knowledge and skills.

PAGE 34

Dispositions.

PAGE 35

Why Teacher Leadership

PAGE 37

Teacher Leaders' Work

PAGE 39

Change

PAGE 40

Instruction Influence

PAGE 41

with over Teacher Leadership in the School Context

PAGE 42

School Structures

PAGE 43

Hierarchical system of leadership.

PAGE 44

Time.

PAGE 45

Relationships Teacher leader and principal relationships.

PAGE 47

Teacher leader and teacher relationships.

PAGE 48

Shared vision.

PAGE 50

Teacher-Leadership Development

PAGE 51

Teacher-education programs

PAGE 52

Proftssional-development schools.

PAGE 54

Induction

PAGE 55

Ongoing Leadership Development

PAGE 56

Principals' role in teacher-leadership development.

PAGE 58

Teachers'role in teacher-leadership development,

PAGE 61

could

PAGE 62

Summerhill

PAGE 63

Children Hugging the Mountain

PAGE 64

Casting Shadows Riding the Monsters Teaching a Stone to Talk, Still Taking the Journey

PAGE 66

Narrative Inquiry

PAGE 67

Exploring identity and gender: The Narrative Study of Lives Narratives in Education Uses.

PAGE 68

Stories Lives Tell: Narrative and Dialogue in Education, An alternative. Voice.

PAGE 69

Narratives as Toolsfor Identity Formation

PAGE 70

Narrative as Professional Development what how

PAGE 71

Seminars

PAGE 72

Social Constructivism Lived Experiences

PAGE 73

Learning Communities Themes of Study

PAGE 74

Selection Process

PAGE 75

Classroom Teachers Teacherleader knowledge, skills, and dispositions.

PAGE 76

Peer and administrator recommendations.

PAGE 77

Participants.

PAGE 78

Autobiographical Narratives

PAGE 79

Written Narratives Teachers' Stories: From Personal Narrative to Professional Insight,

PAGE 80

Informal Conversations

PAGE 82

Observations

PAGE 84

Narrative Analysis

PAGE 85

Emplolmenl Three-Dimensional Inquiry Space

PAGE 87

How do you lead how am I permitted to lead Narrative Corifiguration

PAGE 88

Identity markers.

PAGE 89

Analytic Process

PAGE 90

Interim Texts

PAGE 92

NVivo Sojnt'are

PAGE 93

Research Journal Unpacking Research Baggage

PAGE 98

leader separate from different than member.

PAGE 99

Essential Question #1: Who Am Nicole as a Student

PAGE 100

Nicole as a Student-Teacher

PAGE 101

Nicole as a Teacher

PAGE 102

of with

PAGE 103

teacher,

PAGE 104

Essential Question Where Am

PAGE 105

Principal and Teacher Relationships Relationships with Students

PAGE 107

this Essential Question How Do I Lead? Working with Grade-Level Team

PAGE 108

Teaching

PAGE 109

Interaction with Parents

PAGE 110

leader Essential Question What Can I Do? Narrative One

PAGE 111

Narrative Two Narrative Three

PAGE 112

Action Plan

PAGE 113

leader leader "Moments of Awareness":

PAGE 115

Essential Question Who Am Faith and Family

PAGE 117

Essential Question Where Am I?

PAGE 118

The WIN Team Christine's case.

PAGE 119

The working conditions of the WIN team.

PAGE 120

The Referral Process Emily's responsibility.

PAGE 122

Essential Question How Do I Lead? Association Co-President

PAGE 125

Communication. Education Insider,

PAGE 126

Tracking legislative issues.

PAGE 128

Essential Question What Can I Do? leadership) Serving Students

PAGE 129

High-stakes testing.

PAGE 131

Serving Teachers

PAGE 132

Narrative One Narrative Two Narrative Three

PAGE 133

Narrative Four

PAGE 134

Essential Question Who Am I? the test. Family Influence

PAGE 135

Community Influence

PAGE 136

Educational Experiences Teachers.

PAGE 138

Librarian. Classmate.

PAGE 139

Professor.

PAGE 140

Essential Question Where Am

PAGE 142

Classroom

PAGE 143

School this

PAGE 145

School decision making.

PAGE 146

District

PAGE 148

unity. her unit

PAGE 149

Essential Question How Do I Lead? Communication

PAGE 150

Values

PAGE 152

Focus on Students

PAGE 154

Essential Question What Can I Do?

PAGE 157

Role Modeling and Afentoring

PAGE 158

Communicating Promoting Lifelong Learning Being Child Centered

PAGE 159

Having New Vision

PAGE 160

Essential Question Who Am

PAGE 161

Educational Experiences

PAGE 162

Making a Difference

PAGE 163

Working/or Children

PAGE 164

In the community. In the classroom

PAGE 165

Boxes. Leadership

PAGE 167

Essential Question Where Am

PAGE 168

Volunteer

PAGE 169

Teacher

PAGE 170

Presenter

PAGE 171

Reflecting

PAGE 172

Pathway Reforms

PAGE 173

who where Essential Question How Do I Lead?

PAGE 174

Taking Risks

PAGE 175

Reforms

PAGE 176

Trailblazer.

PAGE 177

Leadership

PAGE 178

leader above alone different

PAGE 179

Essential Question What Can I Do? District Mission and Pathway Goals

PAGE 180

Work with children.

PAGE 181

Influencing teachers. Learning.

PAGE 182

Catalyst for Change change agent:

PAGE 183

was Narrative One as Narrative Two as as

PAGE 184

who where Narrative Three Narrative Four

PAGE 186

Teacher Leader as Member Professional Relationships

PAGE 188

Connection to Place

PAGE 189

Teacher Leader as Servant Personal Mission and Faith-Based Commitments

PAGE 190

Service to Others

PAGE 191

Teacher Leader as Model Action Orientation

PAGE 192

Strong Work Ethic Teacher Leader as Change Agent

PAGE 193

Risk Takers Change

PAGE 197

Personal and Professional Connections

PAGE 198

Personal Selves

PAGE 199

Teacher-Selves

PAGE 200

Leader-Selves

PAGE 202

Traditional and New Meanings of Leadership Traditional Notions of Leadership

PAGE 204

Emerging Definitions of Leadership

PAGE 205

Teaching and Leading in Schools Teaching it is their effective classroom practices that enable teachers to be leaders

PAGE 206

Leading

PAGE 207

Interpersonal skills. School improvement.

PAGE 208

Instructional practices.

PAGE 210

School culture.

PAGE 211

Mentoring and supporting teachers.

PAGE 214

Doing What I've Always Done

PAGE 215

Leading at Different Levels

PAGE 218

all best fit

PAGE 220

best fit

PAGE 225

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PAGE 226

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PAGE 227

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PAGE 228

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PAGE 229

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PAGE 230

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PAGE 231

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PAGE 232

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PAGE 233

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PAGE 234

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PAGE 235

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PAGE 236

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PAGE 237

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PAGE 238

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