English Leadership Quarterly - Volume 38, Issue 3, 2016

The author outlines an initiative for authentic assignments with her high school class. She discusses flipping writing instruction and framing students’ work in real-world contexts, culminating in feedback from a government official.

This team of teachers offers their experiences in negotiating and adjusting curriculum with student input.

This infographic visually articulates the changing and emerging roles of mentors and mentees.

In this article, the author brings a unique point of view to teacher leadership, noting her experience as a secondary ESL teacher and questioning the conventional connotations of teacher leadership in our schools.

This article describes the experience of a teacher-leader at a New York City high school who successfully coached a team of ninth-grade English teachers to improve students’ reading and writing achievement over the course of one year.

After reading Doug Robertson’s book, He’s the Weird Teacher, editor Oona Abrams reached out to the author to discuss the current state of teacher leadership.

Challenges for early-career teachers include the assumption that new teachers should be leaders. The author discusses ways to accomplish this goal from the very beginning.

The author focuses on ways to be a teacher-leader without leaving the classroom for an administrative position.