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Innovative Approaches to Educational Leadership

Selected Cases


Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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Chapter Eleven: Developing Teacher-Leadership by Employing an Improvement Science Framework for Organizational Problem Solving (Robert Crow / Rebecca Ensley)


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Developing Teacher-Leadership BY Employing AN Improvement Science Framework FOR Organizational Problem Solving



Leaders, not just as problem solvers, but also as problem finders, are often not the ones traditionally carrying designated leadership titles such as school principal or district superintendent. Because of the frequency of this nontraditional trajectory, professional preparation of those occupying non-traditional educational leadership roles happens haphazardly. One approach for moving toward creating a more inclusive, decision making organization is to cultivate a culture of collaborative leadership. In the collaborative leadership model, those who occupy the system hold the most valuable insights and use them to provide guidance toward tangible organizational improvements.

State and district level mandates for continuous improvement and quality assurance, requisites for collaborative approaches to improvement across organizational contexts, and the demands for professional development, provide a trifecta that when combined creates opportunities for staff to learn about evidence-based organizational problem solving. This illustrative case study presents a description of rudimentary niches where non-traditional leadership roles and skills may be developed, and tells the story of a high school principal who seizes opportunities ← 171 | 172 → for leadership development by coupling authentic practice with state-of-the-art frameworks for improvement.


At the secondary education level, Jackson County Early College (JCEC) is an example of a culture where collaborative leadership is intentionally propagated...

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