Urban ELL Facilitators Inquire into their Leadership Practice: Teacher Leader Action Research

Chrysan Gallucci

Abstract


Although teacher-initiated research and a reliance on teacher leadership have both flourished over recent decades, there have been few reports of research initiated by teacher leaders. This paper takes up this gap. We challenge the assumption that teacher leaders are automatically expert facilitators of classroom instruction and suggest action research as one means for supporting their development. Three action research projects carried out by a group of English Language Learner (ELL) facilitators in a Pacific Northwest school district are presented. Teacher Leader Model Standards (2011) provide an analytic lens for discussing the inquiry projects; implications regarding teacher leadership practice and professional development are considered.


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