Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading (Palgrave Studies on Leadership and Learning in Teacher Education)

This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group--consisting of 28 professors from five regional universities--meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories--including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond: not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways. [Individual chapters are indexed in ERIC.] Foreword: Generous Scholars Shaped Within a Responsive Community References Acknowledgments Contents Notes on Contributors List of Figures List of Tables 1 Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education: Cases of Learning and Leading Introduction Overview Chapter Historical Roots and Reflections of the Faculty Academy Finding a Leadership Stance in the Academy Learning Through Practice and Research References 2 Faculty Academy: A New Version of an Established Concept of Collaboration Introduction Reform Trajectory Cheryl’s Entry to the Reform Effort Gayle’s Entry to the Portfolio Group and the Faculty Academy Portfolio Group Faculty Academy References 3 Reflecting on Growth and Change: The Persistence of the Faculty Academy (2002–2020) Introduction Stories of Growth and Change A Tale of Two Nuggets, Part One—A “Doing” and an “Undergoing” Narrative Inquiry and Reflection Faculty Academy’s Doings and Undergoings A Safe Place Flexibility—Willingness to Adapt to Member Needs and Welcome New Members Promoting Growth Through a Relational Leadership Style Inclusive—Embracing All Members Empowering—Fostering Personal and Professional Growth Purposeful—Supporting Professional Development of Scholarship and Practice Ethical—The Doing of Caring Process-Oriented—Critical Feedback, Collaboration, and Reflection Constructive Critical Feedback Collaboration Reflection A Tale of Two Nuggets, Part Two—A “Doing” and an “Undergoing” References 4 Involvement in a Professional Community Yields Unexpected Skills: Faculty Academy Members’ Stories of Leadership and Learning Introduction Faculty Academy Background and History Literature Review Professional Community Collegiality and Acceptance Dialogue and Networking Mentoring and Role Modeling Scholarly Identify Formation Budding Leadership Efficacy Stories of Empowered Leadership and Agency Denise Summary Statement Chestin Summary Statement Kent Summary Statement Jean Summary Statement Janice Summary Statement Omah Summary Statement Proliferating Possibilities Appendix A: Collaborative Conference Presentations (2003–2019) Appendix B: Collaborative Publications (2007–2020) Books Refereed Book Chapters Book Chapter Introductions/Summaries Journal Articles International/National Non-refereed Conference Repository International/National References 5 The Mentor–Mentee Faculty Relationship: Cases of Reciprocal Learning and Leading Literature Review Mentoring Reciprocity Research Method Paired Stories of Mentoring/Being Mentored Experiences Sara’s and Cheryl’s Mentee–Mentor Stories of Experience Sara (Mentee) Cheryl (Mentor) Trina’s and Cheryl’s Mentee–Mentor Stories of Experiences Trina (Mentee) Cheryl (Mentor) Overarching Themes The Influence of Context The Primacy of Relationships The Variety of Content Learned Parting Words References 6 Fear, Fellowship, and Finding a Voice: An Autobiographical Narrative of Being and Becoming in an Established Research Community Cinder and Ash: An Allegorical Recompense Narrative 1: A Seat at the Table Impostor Syndrome Philosophical Underpinnings and Methodology Narrative Inquiry Storying and Re-Storying as a Process Knowledge Community Shifting Identity Narrative 2: Checking the Mail Shifting Identity Negotiations of Space Narrative 3: First Author Negotiations of Space Setting a Place at the Table References 7 Musings on the Sidelines: Leadership and Learning During the Tenure-Track Experience Introduction The Literature: Emotional Tenure Track Emotional Process Emotional Cost Emotional Leadership Method: Learning Through Narrative Reduction of Error and Bias My Narrative of Becoming a Tenured Associate Professor The Accidental Teacher Losing the Precious The Experienced Novice Facing Academia Forced Leadership Act-1 The In-Between Year Forced Leadership Act-2 The Imposter as a Leader Recalibrated Leadership Parting Words: The Refuge References 8 Bridging the East and the West: Reflections on Learning, Leading, and Life Bridging the East and the West: Reflections on Learning, Leading, and Life Journey to the United States Begins in the Downtown Women and Children’s Hospital Experience and Education Reciprocal Learning Narrative Accounts of My Experience Inquiry Teaching and Learning Story Narrative Inquiry Story Reflection Inquiry Teaching and Learning Tradition in China Research Method Tradition in China Final Comments References 9 Longstanding Lessons of Propriety as a Leader Introduction Literature Authentic Leadership Role Models and Leadership Values Recognition Inclusivity Fairness Supportive Opportunities Summary Ethical Leadership and Procedural Justice Bullying Experiential Acquisition of Leadership Skills Gendered Leadership Skills Shadow Leader Narrative as Methodology Looking Back: Hesitations, Highlights, and Hindsight Looking Back Hesitations Highlights Hindsight Summary Fast Forward: See no Evil, Hear no Evil, Speak no Evil, Do no Evil? Fast Forward Confession See no Evil Lesson Applied Hear no Evil Lesson Applied Speak no Evil Lesson Applied Do no Evil Lesson Applied Summary Discussion Concluding Comments References 10 Introverts as Leaders: How Involvement in a Professional Learning Community Can Facilitate Development of Skills Introduction Leadership Leadership in the Academy Professional Learning Communities and Benefits for Introverts and Their Leadership Development Faculty Academy as Knowledge Community Research Methods My Story and Reflections From the Beginning Reflection University and Higher Education Reflection Academia Reflection Involvement in Professional Organizations Reflection Conclusion References 11 Resiliency and Women: The Journey to Academic STEM Leadership Introduction Background of the Problem Challenges to Persistence and Success Resiliency Theory Methodology Derived from Resiliency Theory Interviews Participants Liz Simpson Jill Lawson Marleigh Sills Sharon Mustovich Results Responses to Q1 Dr. Sills Dr. Lawson Dr. Simpson Dr. Mustovich Responses to Q2 Dr. Sills Dr. Lawson Dr. Simpson Dr. Mustovich Responses to Q3 Dr. Sills Dr. Lawson Dr. Simpson Dr. Mustovich Recognizing Resiliency Resources as a Theme in Resiliency Mentors/Accelerators Assets as a Theme in Resiliency Masculine Characteristics Communication Sacrifice Preparation Flexibility Discussion Conclusion References 12 Leading from the Shadows: School Librarian Leadership Introduction Characteristics and Qualities of Effective School Librarians Leadership Roles of School Librarians Leadership Responsibilities Instructional Partner Teacher Information Specialist Program Administrator Leader Unrecognized Leadership Student Academic Growth and School Librarian Leadership Change Agents Distributed Leadership Personal Reflections References 13 Learning Through Co-teaching as Critical Friends Introduction Theoretical Framework Methodology Data Research Questions Researchers’ Shared Values Holding Back Reflective Teaching A Place to Talk Conclusions References 14 Learning and Leading as Teacher Researchers Research Method: Self-Study in the Narrative Inquiry Vein Jackie’s Story Irma’s Story Design Research Learning and Leading Irma Jackie Conclusion References 15 Learning and Leading as Collaborative Physics Education/Physics Partners: Building a Physics Teacher Education Program Introduction Journey to Physics Education Researcher From High School Physics Teacher to Higher Education Teacher Preparation teachHOUSTON Program: STEM Teacher Preparation Physics Teacher Goals Building a Physics Teacher Preparation Program Degree Plans for Physics Majors and Minors with teachHOUSTON National Science Foundation Noyce Scholarship Program Physics by Inquiry Course Results of Collaboration Extending Collaborative Efforts Through Grants Conclusion References 16 teachHOUSTON Alumni: Agents of Change in Secondary STEM Education Introduction From Preservice to Master Teacher: A Journey in Teacher Leadership Paving the Pathway for Teacher Leadership An Advisor’s Journey—Meeting Students Where They Are Teacher Leadership Teacher as Change Agents Teacher Leaders vs. Teacher Change Agents Connecting Alumni with Preservice Teachers Alumni Panel and Teacher Talks teachHOUSTON Alumni as Mentors Field-Based Course Mentors Student Teaching Supervisors Summer Camp Lead Instructors Conference Opportunities Induction Support Rationale New Teacher Academy, Networking, and Mentoring Hotline Conclusion References 17 Discovering Stories Data Might Be Telling: Collaborative Research as Leadership, and Lessons Learned in Promoting a Culture of Evidence Introduction Context—Studying Student Teacher Performance Assessment Methods Analysis: Identifying Themes and Visualizing Data Sets Skills Taught and Skills Measured as Indicating the Integration of Coursework and Evaluation The Quest for Consistency and the Perception of Fair Measurement for All A Question of Context and Accounting for the Impact of Reform Looking for Evidence of Student Teacher Growth, and Finding It Further Evidence that the Expectation of Growth Influences Scoring on Performance Assessments Further Reflections on Growth and the Student Teaching Experience Discussion References 18 Sustaining Critical Practice in Contested Spaces: Teacher Educators Resist Narrowing Definitions of Curriculum Context/Introduction Literature Critical Leaders Democratic Leaders Curricular Leaders Methods Discussion Identity Identity Integration Relational Pedagogy Collaborative Knowledge Construction Mastery Deconstructing Student Mind Reconstructing Teacher Mind Mentoring-Curriculum of Feedback Creativity Creativity Through Vulnerability Tinkering Toward Creativity Curriculum as Art Conclusion References 19 Generous Scholarship: A Counternarrative for the Region and the Academy Introduction Research Niche Research Method Literature Betrayal Generous Scholarship Generosity in Action Final Statements References 20 The Faculty Academy in Review: What, So What, Now What? Overview The What Progress Through Professional and Identity-Forming Actions of Learning to Lead Reciprocal Learning Experiential Learning Critical Reflection (on One’s Challenges and Effects of Self-Actions) Openness to Differing Perspectives So What Commitment to the Profession (and to Others) Authentic Values of Leadership Social Connections Relational Bonds Trust Now What? Unknown Future Conclusion References Index