Leading from the Inside Out: Expanded Roles for Teachers in Equitable Schools

| February 17, 2011

Title: Leading from the Inside Out: Expanded Roles for Teachers in Equitable Schools

Authors: Grub, W. Norton and Lynda Tredway

Publisher: Paradigm Publishers. Bouler, Co. 2010

Call No.: LB2806.45 .G78 2010

From the Publisher: This book proposes that the collective responsibility of teachers as classroom and school leaders working together to solve their own problems provides the fulcrum of school change. It makes the case that teachers and school leaders do not operate in a vacuum, but rather, they work within the larger context of policy and other social influences. Grubb and Tredway provide the building blocks of history, policy, and social analysis that are necessary if teachers are to be effective in the collective school — a place where adults thrive as learners and are able to co-create joyful learning experiences for children and youth. By encouraging teachers to move out of the individual classroom and to think critically and institutionally about the schools they would like to work in, about their own responsibilities for creating such schools, about the range of policies from outside the school and how they can influence those policies rather than being subjected to them — this book shows that a teacher’s influence is not limited to the classroom and students, but can significantly shape and inform external policies and decisions.

About the Authors:

W. Norton Grubb is the David Pierpont Gardner Professor in Higher Education at the University of California, Berkeley. He is also the faculty coordinator of the Principal Leadership Institute, a program to prepare principals for urban schools. In addition to conducting wide-ranging research, he provides workshops for secondary and community college instructors and administrators, presenting different approaches to reform. He has also participated in public policy efforts such as the California Master Plan Commission and National Research Council Committee on high school motivation. His recent books include The Education Gospel: The Economic Power of Schooling; Honored But Invisible: An Inside Look at Teaching in Community Colleges; and Learning to Work: The Case for Reintegrating Education and Job Training.

Lynda Tredway is the coordinator of the Principal Leadership Institute. Before going to Berkeley she spent almost 30 years working with urban schools in Washington, D.C. She was formerly on the faculty of George Washington University, where she was project director for the Urban Initiative, a school-university partnership for preparing preservice teachers for urban schools. She has also served as a program director and lead teacher in the Washington, D.C., public schools. Her publications include A Primer for Social Justice Educators and Community Mapping: A Curricular Guide for Teacher Educators, from the Contextual Teaching and Learning Project of USDOE (with M. Freund).