Efnisyfirlit

• Front Matter
  • ADDITIONAL PRAISE FOR TEACHERPRENEURS
  • HOW TO USE THIS BOOK
  • DOWNLOAD MICROSOFT TAG
  • ABOUT THE CENTER FOR TEACHING QUALITY
  • ABOUT THE AUTHORS
    • Barnett Berry
    • Ann Byrd
    • Alan Wieder
  • Dedication
  • ACKNOWLEDGMENTS
  • PROLOGUE: WHY WE WROTE THIS BOOK
    • IT BEGINS WITH RENEE'S STORY
      • Figure P.1 Renee Moore, left, works with a student at Mississippi Delta Community College in Drew, Mississippi.
    • THE POWER AND PROMISE OF TEACHER LEADERSHIP
    • THIS BOOK IS PERSONAL
      • Figure P.2 Barnett Berry in 1979, in front of the blackboard at Eau Claire High School, Columbia, South Carolina, tries to teach his students how to write a coherent essay.
      • Figure P.3 Ann, right, in spring 1988, discusses a term paper with one of her seniors at Lancaster High School, Lancaster, South Carolina.
      • Figure P.4 Alan Wieder prepares for his undergraduate teacher education class at the Ohio State University in 1976.
    • ALWAYS LOOKING FORWARD
• CHAPTER 1 Advocating for a Bold Brand of Teacher Leadership
  • A NEW WAVE OF TEACHER LEADERSHIP
    • Figure 1.1 Finland's and Singapore's Program for International Student Assessment (PISA) results far outpace those of the United States.
  • MOVING PAST OUTDATED STRUCTURES AND INADEQUATE SOLUTIONS
    • Figure 1.2 This brainstorm depicts some of the many ways that teacherpreneurs can lead beyond the classroom. The ideas are from the CTQ TEACHING 2030 retreat, 2011.
  • TEACHER LEADERSHIP AND “VOICE” AND THE SLOW MARCH TO PROFESSIONALISM
    • Figure 1.3 Teachers at the CTQ TEACHING 2030 retreat delved into some of the characteristics teacherpreneurs should exhibit.
    • Chapter One Selected Web Sites
    • Activity for Chapter One
      • Now What?
      • Goal
        • Think
        • Act
        • Share
• CHAPTER 2 Defining the Teacherpreneur
  • TEACHER + ENTREPRENEUR = TEACHERPRENEUR
    • Teaching 2030
    • Figure 2.1 In Teaching 2030, written by Barnett Berry and twelve teacher leaders, teacherpreneurs are considered integral to the transformation of our nation's public schools.
    • Figure 2.2 As this mindmap suggests, teacherpreneurs would be the designers, knowledge brokers, system thinkers, talent maximizers, and bridge builders in the transformation of education.
  • THE FACES OF TEACHERPRENEURISM
    • Figure 2.3 The exercise concerning teacher leadership that led to this illustrated outcome was done with the CTQ Collaboratory.
  • NOAH: THE RIGHT STUFF
    • Deeply Connected
      • Figure 2.4 Shown is Chief Sealth International High School in Seattle, Washington, where Noah Zeichner teaches.
      • Figure 2.5 In typical Noah Zeichner style, he teaches—and leads—by doing.
    • Motivated by Teaching and Learning
      • Figure 2.6 Shown is the city of Quito, Ecuador, where Noah Zeichner taught early in his teaching career.
    • Committed to Advancing the Profession
      • Noah Zeichner on Assessing Teachers
      • Figure 2.7 Noah Zeichner stands proudly in front of Chief Sealth International High School in Seattle, Washington.
      • Chapter Two Selected Web Sites
      • Activity for Chapter Two
        • Now What?
        • Goal
          • Think
          • Act
          • Share
• CHAPTER 3 Preparing for Teacherpreneurism
  • SHARED EXPERIENCES
  • JESSICA AND RECIPROCAL MENTORING
    • Figure 3.1 Jessica Keigan chose Horizon High School in Thornton, Colorado, to be the setting of her first teaching job in 2003.
    • Building Relational Trust
      • Figure 3.2 Jessica (at right), in collaboration with the CTQ-Colorado team, particularly Allison Sampish (left) and Dana Tucker (who served in hybrid roles), led policy conversations on the Common Core State Standards, school redesign, and teacher evaluation.
      • Jessica on PBS #1
      • Jessica on PBS #2
      • Figure 3.3 Jessica Keigan at Horizon High School in Thornton, Colorado, shares instructions for a jigsaw activity in her Advanced Placement (AP) U.S. history and literature and writing course.
    • The Role of Teacher Preparation
  • ARIEL AND HER “NIMBLE TEACHING MIND”
    • Figure 3.4 Ariel Sacks has been teaching in the New York City public schools for six years.
    • Knowing Students and Their Families Well
      • At Bank Street College
      • “I Am” Poems
    • Lessons from Bank Street College
      • Figure 3.5 Ariel Sacks approaches her work with students knowing that “you have to start with them.” Her preparation at Bank Street College and continued support from professors inform her evolving practice.
    • On the Shoulders of Giants
      • Creating Critical Learning Communities
    • Bringing Practice to Policy
      • Figure 3.6 A Google search for “Ariel Sacks” pulls up an impressive and lengthy list of accomplishments.
      • Figure 3.7 Ariel Sacks and the other eleven expert teachers on the Teaching 2030 writing team pushed us hard (and still do) to think about teacherpreneurs and how they are different from other teacher leaders. Ariel drew this sketch of a teacherpreneur's career path when the concept was in its early stages.
      • Chapter Three Selected Web Sites
      • Activity for Chapter Three
        • Now What?
        • Goal
          • Think
          • Act
          • Share
• CHAPTER 4 Making Teachers—and Teaching—Visible
  • IDENTIFYING SYSTEMIC DEFICIENCIES
  • REDESIGNING SCHOOLS FOR AUTHENTIC TEACHING AND LEARNING
    • Figure 4.1 Stephen Lazar, center, a proponent of project-based learning, talks with students at his Brooklyn, New York, school.
    • Implementing and Sharing Expertise
      • Figure 4.2 Stephen Lazar's students present their group project on gentrification.
    • Teaching as Thinking
      • Figure 4.3 Stephen Lazar stands with a student, who came in second place in New York City's National History Day contest.
  • RENEE'S COMMITMENT TO THE PROFESSION
    • Battling Inequities
      • Figure 4.4 Renee Moore gets to know each of her students and differentiates lesson plans based on their needs.
    • Understanding Cultural Context
      • Figure 4.5 Renee Moore, right, poses with her mentor Dorothy Grenell.
    • Illuminating the Complexity of Teaching
      • Figure 4.6 This page on the Carnegie Foundation for the Advancement of Teaching's Web site is about Renee Moore and her teaching practice.
      • Chapter Four Selected Web Sites
      • Activity for Chapter Four
        • Now What?
        • Goal
        • Think
          • Act
          • Share
• CHAPTER 5 Transcending Teaching's Past
  • SHANNON, AN ONLINE PIONEER
    • Example of Online Teacher-Student Communication
    • Figure 5.1 Shannon C'de Baca teaches online from her home in Nebraska.
  • JOSÉ, A SEEKER AND POWERFUL SPEAKER
    • José's TEDxNYED Talk
    • Figure 5.2 Shown is a screenshot from José Vilson's Web site, The Jose Vilson (http://thejosevilson.com).
    • José at SOS
  • THE GENDERED HISTORY OF TEACHING
  • TEACHING AS A “SEMI-PROFESSION”
    • Figure 5.3
    • Conversation: Arthur Wise and Barnett Berry
  • A SMALL REVOLUTION BEGINS
    • Figure 5.4 José Vilson is shown with one of his students in his New York City middle school.
  • A CLASSROOM WITHOUT WALLS
    • Shannon on Classroom Relationships
  • RESISTING TRADITIONAL HIERARCHIES
    • Figure 5.5 Shannon C'de Baca speaks about the role of the teacherpreneur.
    • Chapter Five Selected Web Sites
    • Activity for Chapter Five
      • Now What?
      • Goal
        • Think
        • Act
        • Share
• CHAPTER 6 Cultivating Teacherpreneurs for Teacher-Led Schools
  • MATH AND SCIENCE LEADERSHIP ACADEMY (DENVER, COLORADO)
    • MSLA Third-Grade Standardized Test Scores: Percentages of Students Proficient
    • Figure 6.1 Lori Nazareno listens to her students at the Math and Science Leadership Academy in Denver, Colorado.
    • Engagement and Trust
      • Figure 6.2 Lori Nazareno exudes a quiet but powerful type of leadership among both her students and her colleagues.
    • Teachers Leading Teachers
  • THE VALUE OF NATIONAL BOARD CERTIFICATION
  • A QUIET KIND OF LEADERSHIP
  • THE POTENTIAL FOR GREATER IMPACT
    • Chapter Six Selected Web Sites
    • Activity for Chapter Six
      • Now What?
      • Goal
        • Think
        • Act
        • Share
• CHAPTER 7 Meeting Resistance—and Crossing Borders
  • Figure 7.1 The various roles within the U.S. education system form a dysfunctional pyramid, whereby the few with the least contact with students exert control over the many (who have the most contact with students).
  • Figure 7.2 José Vilson's school still has a punch clock in the main office, reminding everyone of how teaching is still seen as assembly-line work.
  • CULTURAL BARRIERS
    • Story #1: Weird Looks for Mentioning “Teaching” Alongside “Leading”
      • Figure 7.3 In the book Teaching 2030, teacherpreneurs constitute one of the four “emergent realities” essential to the transformation of the teaching profession and student learning.
    • Story #2: Administrators Have to Stay Ahead of Teachers
    • Story #3: A Division Between Teaching and Leading
  • ORGANIZATIONAL BARRIERS
    • Story #4: There Is No HR Form for This Type of Teacher
    • Story #5: I Just Cannot Do These Two Jobs
  • POLITICAL BARRIERS
    • Story #6: What Happens When Teachers Deliver an Inconvenient Truth?
      • Activity for Chapter Seven*
        • Now What?
        • Goal
          • Think
          • Act
          • Share
• CHAPTER 8 Creating What We Have Imagined
  • ARE YOU READY TO BE A TEACHERPRENEUR?
  • SELECTING TEACHERPRENEURS
  • CTQ TEACHERPRENEURS AND TEACHERS IN RESIDENCE, 2012–2013
    • Noah Zeichner (Seattle, Washington)
    • Jessica Cuthbertson (Aurora, Colorado)
      • Figure 8.1 Lori Nazareno, left, and Jessica Cuthbertson plan their goals for the year at the Summer 2012 teacherpreneur and teacher in residence retreat in North Carolina.
      • Figure 8.2 Jessica Cuthbertson created a road map for her out-of-classroom work during the 2012–2013 school year.
    • Ryan Kinser and Megan Allen (Hillsborough County, Florida)
      • Ryan's “Blow the Doors”
      • Figure 8.3 Ryan Kinser talks to his sixth-grade students in his Florida classroom.
      • Figure 8.4 Megan Allen interacts with her fifth graders in Florida.
    • Lori Nazareno (Denver, Colorado)
    • Sarah Henchey (Carrboro, North Carolina)
      • Figure 8.5 Sarah Henchey is a current teacher in residence in Carrboro, North Carolina.
  • SUPPORTING TEACHERPRENEURS
  • PLANNING FOR THE TEACHERPRENEURIAL ROLE
  • SUSTAINING TEACHERPRENEURS
    • 1. Make Teacherpreneurs More Public
    • 2. Use Teacher Evaluation and Pay Systems to Elevate Teacherpreneurism
    • 3. Prepare New Teachers Early in Their Training to Teach, Lead, and Not Leave
      • Activity for Chapter Eight
        • Now What?
        • Goal
          • Think
          • Act
          • Share
• CHAPTER 9 Finnish(ing) Lessons for Teacherpreneurism
  • Figure 9.1 Shown are forty years of international measures of student achievement, on which Finland is now top performing.
  • TEACHERS LEAD, AND LEADERS TEACH
  • INVESTMENT IN TEACHER PREPARATION
    • Figure 9.2 Teachers in the United States spend far more of their workdays teaching compared to their international counterparts, as measured by the Organization for Economic Cooperation and Development (OECD).
    • What It Means to Be a Finnish Teacher Leader
      • Figure 9.3 Marianna Sydanmaanlakka talks with teachers in Seattle, Washington, about Finnish schools.
      • Lori Talks About Teacher Education
      • Figure 9.4 Teachers' duties extend far beyond the prescribed school day, as illustrated in a survey completed by ten thousand teachers.
    • Conditions That Foster Collaboration
      • Chapter Nine Selected Web Sites
      • Activity for Chapter Nine
        • Now What?
        • Goal
          • Think
          • Act
          • Share
• CHAPTER 10 Foreseeing 2030
  • PROMISING DEVELOPMENTS
  • WHERE WE'LL BE IN 2030
    • Activity for Chapter Ten
      • Now What?
      • Goal
        • Think
        • Act
        • Share
• Back Matter
  • APPENDIXES
    • A. GROUP RÉSUMÉ (CHAPTER TWO)
      • Objective
      • Academic Background
      • Well-Traveledness
      • Having the Pedagogical Right Stuff
      • Cultivating Other Teacher Leaders
      • Awards
      • Making Teaching Visible
    • B. RENEE'S TYPICAL SCHEDULE (CHAPTER FOUR)
    • C. SAMPLE MEMORANDUM OF UNDERSTANDING—2011–2012 (CHAPTER EIGHT)
      • MEMORANDUM OF UNDERSTANDING between SEATTLE PUBLIC SCHOOLS and CENTER FOR TEACHING QUALITY, INC.
        • Contractual Agreement
          • Funder will:
          • Recipient will:
        • Seattle Public Schools
    • D. TEACHERPRENEUR MONTHLY REFLECTIONS (CHAPTER EIGHT)
      • Teacherpreneur Monthly Reflections for March 2012
        • Accomplishments
        • Other Reflections
          • Figure A.1
        • Spending Time
          • Figure A.2
    • E. SAMPLE TEACHERPRENEUR WORK PLAN (CHAPTER EIGHT)
      • Noah Zeichner—Work Plan 2011–2012, Semester 2
  • ENDNOTES
    • PROLOGUE
    • CHAPTER ONE
    • CHAPTER TWO
    • CHAPTER THREE
    • CHAPTER FOUR
    • CHAPTER FIVE
    • CHAPTER SIX
    • CHAPTER SEVEN
    • CHAPTER EIGHT
    • CHAPTER NINE
    • CHAPTER TEN
  • INDEX

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