English Leadership Quarterly, Volume 37, Number 3, February 2015

Leading through change can be exhausting, but it is also, paradoxically, exciting and rejuvenating. In this issue, Edie Weinthal explains how leading the Institute on Critical Issues required her to try on a new style of leading, one which challenged her “type A” personality. In “What’s Next for Guided Reading?” Jennifer Berne and Sophie Degener make the case for “balancing differentiation with rigor.” Similarly, in “Literacy Learning Network: Observing and Collaborating to Lead Instructional Reform,” Sara Woulfin and Rachael Gabriel offer a bird’s-eye view of reflective practice in action, one that is sure to overhaul “didactic methods of drive-by, one-size-fits-all professional development.” Rebecca Sipe tells us all about the energizing experience of attending both NCTE and CEL conventions. Finally, in “Imagination as Lens: Leading and Supporting Preservice Teachers in a Time of Change,” Jennifer Kingma Wall shares the struggles and successes of stewarding and encouraging her protégées as they enter school cultures affected by standardization.