Lynda Tredway, Matthew Militello, Joseph Flessa
Foreword by: Monica Byrne-Jimenez
Publication Date: December 24, 2024
Pages: 160
Leadership, coupled with learning, is an ongoing process in which everyone has a participatory role in school or district change efforts. Providing a useful antidote to the plethora of packaged curriculum and external professional development providers, this book focuses on reclaiming agency, advocacy, and inquiry for leaders and teachers in the places they know best—their schools and districts. Doing so requires imagination, cooperation, and transparency. As such, the authors provide evidence from multiple school and district educators who are cultivating change from within by disrupting and dismantling systems and drawing on internal assets to address equity-driven challenges. As a result, educators can and should become researchers of their own practices. This resource offers a set of evidence-based principles, processes, and protocols that increase equitable access and support educators to breathe joy and justice into schools and communities.
Book Features:
Lynda Tredway is a program coordinator at East Carolina University. Matthew Militello is the Wells Fargo Distinguished Professor of Educational Leadership at East Carolina University. Joseph Flessa is an associate dean and a professor in the Department of Leadership, Higher, and Adult Education at the Ontario Institute for Studies in Education.
“Any experienced teacher, principal, and superintendent knows in their heart of hearts that changes externally foisted upon educators might get media attention, but such reforms too often have a short shelf life. Yet changing schools from within is hardly a stroll in the park. The authors of Leading and Learning Together understand fully the challenges of changing schools from within. They offer both practitioners and researchers a conceptual guide anchored deeply in both research and intimate knowledge of how U.S. schools work. Leading and Learning Together will help those educators committed to improving their schools from within negotiate these complexities. And that is a gift to educators.”
—Larry Cuban, professor emeritus, Stanford University
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