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English Leadership Quarterly, Vol. 40, No. 3, February 2018

Table of Contents

Issue Theme: Conferring With Colleagues and Learners

  • Conferring With Colleagues and Learners [FREE ACCESS]

    Oona Abrams

  • Toward Online Participation as Teacher Leadership

    Luke Rodesiler

    Abstract: This article explores three ways in which teachers’ online activity can, and should, be viewed as leadership: making teaching practices public, speaking out on topical issues, and creating platforms for others. As a bonus: this model of leadership values reciprocity and teacher expertise.

    Keywords: Professional Development, Collaboration, Teacher Leadership, teacher voice, digital teaching practices

  • A Legacy of Collaboration: Supporting Reflective Practitioners through Teacher Work Groups

    Kathryn Cubano and Carolyn Ross

    Abstract: The traditional PD model of isolated workshops with no real consistent follow-through does not provide teachers with meaningful learning opportunities. Teacher work groups, or professional learning communities (PLCs), can be effective when they are inquiry based and intentional in both their creation and in their operation. The authors discuss both why theirs worked and why it dissolved.

    Keywords: Professional Development, inquiry-based teaching, PLC, teacher work group

  • Moving from Helping to Conferring [FREE ACCESS]

    Dana Clark

    Abstract: When assisting students with classroom problem solving, are you giving them specific solutions to discrete problems, or are you helping them form strategies they can apply to multiple situations? Moving from helping to conferring is a crucial step in creating student-led, student-centered classrooms.

    Keywords: classroom strategies, student-centered learning

  • Growing Practice and Skills through Technologically Enhanced Conferring

    Elaine Simos with Chris Bronke

    Abstract: In this interview with National Blogging Collaborative Codirector Chris Bronke, we learn how he applies a time-tested sports coaching technique—filming games and then reviewing those films with team members—to student-teacher conferences. Using digital tools to record assignment feedback and other classroom interactions opens up the way for more connection between school communities, whether in the same city or district or not.

    Keywords: Professional Development, Collaboration, Digital Learning

  • Calls for Manuscripts [FREE ACCESS]

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts