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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| The Impetus Behind Teacher Leadership | |
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| Framing Instructional Teacher Leadership: Research and Theory | |
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| Meeting Practitioners' Needs | |
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| Understanding the Work of Instructional Teacher Leaders: The Vignettes | |
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| The Vignettes | |
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| Tasks and Functions: Susan | |
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| Tasks and Functions: Matt | |
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| Tasks and Functions: Stella | |
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| Time Management: Maureen | |
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| Relationships with Teachers: Cassie | |
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| Work with Other School Leaders: Beverly | |
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| Work with the Principal: Lucy | |
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| Influence of School Norms and Structures: Abby | |
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| The Teacher Leaders' Skills: Tara | |
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| Vignette Teaching Notes | |
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| The Dilemmas of Instructional Teacher Leadership: Open-Ended Cases | |
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| Leading Learning: Erin | |
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| Teaching Notes: Case Analysis | |
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| School Norms and Structures: Meg | |
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| Teaching Notes: Case Analysis | |
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| Relationship: MaryAnn | |
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| Teaching Notes: Case Analysis | |
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| Principal Support: Jeff | |
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| Teaching Notes: Case Analysis | |
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| Data-Based Improvement: Janie | |
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| Teaching Notes: Case Analysis | |
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| Situating Instructional Teacher Leadership in Complex Contexts: Scaffolded Case Studies | |
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| Barley School | |
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| The Neighborhood and School | |
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| Introducing the Literacy Reform | |
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| A Tale of Three Challenges | |
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| Barley Teaching Notes | |
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| Sexton School District | |
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| The District Context | |
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| School-Level Reform | |
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| Building Supports for Reform | |
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| Sexton Teaching Notes | |
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| Aurora School | |
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| School Context and the Need for Reform | |
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| The First Phase of the Literacy Reform | |
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| The Second Phase of the Literacy Reform | |
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| Aurora Teaching Notes | |
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| Drawing Conclusions from the Cases: Themes and Future Inquiry | |
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| Considering Themes and Defining Areas of Future Inquiry | |
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| Defining an Optimistic Path | |
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| Appendix | |
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| References | |
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| Index | |
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| About the Authors | |
