- Permanent Link:
- Constructing a teacher-leader identity a narrative inquiry of elementary school teachers
- Cortez-Ford, Evelyn
- Publication Date:
- Physical Description:
- x, 228 leaves : ; 28 cm.
- Doctorate ( Doctor of Philosophy)
- Degree Grantor:
- University of Colorado Denver
- Degree Divisions:
- School of Education and Human Development, CU Denver
- Degree Disciplines:
- Educational Leadership and Innovation
- Committee Chair:
- Muth, Rodney
- Committee Co-Chair:
- Davis, Alan
- Committee Members:
- Olson, Jo
- 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 )
- bibliography ( marcgt )
theses ( marcgt )
non-fiction ( marcgt )
- 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 (Ph. D.)--University of Colorado Denver, 2008.
- Includes bibliographical references (leaves 215-228).
- Statement of Responsibility:
- by Evelyn Cortez-Ford.
- 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 )
The Progression o/Teacher Leadership
Definition a/Teacher Leadership
Teacher Leadership in the School Context
Historical Roots o/Teacher leadership
Definitions a/Teacher Leadership Teacher leadership
Teacher Leader Work
Knowledge and skills.
Why Teacher Leadership
Teacher Leaders' Work
with over Teacher Leadership in the School Context
Hierarchical system of leadership.
Relationships Teacher leader and principal relationships.
Teacher leader and teacher relationships.
Ongoing Leadership Development
Principals' role in teacher-leadership development.
Teachers'role in teacher-leadership development,
Children Hugging the Mountain
Casting Shadows Riding the Monsters Teaching a Stone to Talk, Still Taking the Journey
Exploring identity and gender: The Narrative Study of Lives Narratives in Education Uses.
Stories Lives Tell: Narrative and Dialogue in Education, An alternative. Voice.
Narratives as Toolsfor Identity Formation
Narrative as Professional Development what how
Social Constructivism Lived Experiences
Learning Communities Themes of Study
Classroom Teachers Teacherleader knowledge, skills, and dispositions.
Peer and administrator recommendations.
Written Narratives Teachers' Stories: From Personal Narrative to Professional Insight,
Emplolmenl Three-Dimensional Inquiry Space
How do you lead how am I permitted to lead Narrative Corifiguration
Research Journal Unpacking Research Baggage
leader separate from different than member.
Essential Question #1: Who Am Nicole as a Student
Nicole as a Student-Teacher
Nicole as a Teacher
Essential Question Where Am
Principal and Teacher Relationships Relationships with Students
this Essential Question How Do I Lead? Working with Grade-Level Team
Interaction with Parents
leader Essential Question What Can I Do? Narrative One
Narrative Two Narrative Three
leader leader "Moments of Awareness":
Essential Question Who Am Faith and Family
Essential Question Where Am I?
The WIN Team Christine's case.
The working conditions of the WIN team.
The Referral Process Emily's responsibility.
Essential Question How Do I Lead? Association Co-President
Communication. Education Insider,
Tracking legislative issues.
Essential Question What Can I Do? leadership) Serving Students
Narrative One Narrative Two Narrative Three
Essential Question Who Am I? the test. Family Influence
Educational Experiences Teachers.
Essential Question Where Am
School decision making.
unity. her unit
Essential Question How Do I Lead? Communication
Focus on Students
Essential Question What Can I Do?
Role Modeling and Afentoring
Communicating Promoting Lifelong Learning Being Child Centered
Having New Vision
Essential Question Who Am
Making a Difference
In the community. In the classroom
Essential Question Where Am
who where Essential Question How Do I Lead?
leader above alone different
Essential Question What Can I Do? District Mission and Pathway Goals
Work with children.
Influencing teachers. Learning.
Catalyst for Change change agent:
was Narrative One as Narrative Two as as
who where Narrative Three Narrative Four
Teacher Leader as Member Professional Relationships
Connection to Place
Teacher Leader as Servant Personal Mission and Faith-Based Commitments
Service to Others
Teacher Leader as Model Action Orientation
Strong Work Ethic Teacher Leader as Change Agent
Risk Takers Change
Personal and Professional Connections
Traditional and New Meanings of Leadership Traditional Notions of Leadership
Emerging Definitions of Leadership
Teaching and Leading in Schools Teaching it is their effective classroom practices that enable teachers to be leaders
Interpersonal skills. School improvement.
Mentoring and supporting teachers.
Doing What I've Always Done
Leading at Different Levels
all best fit
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