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or use something you're comfortable with.

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MindMeister: Online Mind Mapping and Brainstorming

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Create, share and collaboratively work on mind maps with MindMeister, the leading online mind mapping software. Includes apps for iPhone, iPad and Android.

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Boundary-Breaking Leadership as Social Justice Intervention

Marissa Winmill

Julie Kasper

Jill Koyama

Living reference work entry

Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

We know that teachers are leaders in schools. Some hold official positions while others enact leadership unofficially in their daily practices. In this chapter, we illuminate teachers as leaders for social justice by focusing on the work of one refugee education teacher. We combine conceptual resources from critical discourse analysis and boundary spanning theory to demonstrate how this teacher's leadership is complexly constructed. We endeavor to understand school leadership while simultaneously engaging in a critical examination and demonstration of teacher as leader within the context of schooling. We discuss four interrelated themes found from analysis of our qualitative data: self boundaries, environmental boundaries, network and resource boundaries, and advocacy boundaries. Drawing on our data, we demonstrate how teacher leaders challenge traditional and normative notions of leadership. We show a teacher leader integrating social justice in her teaching, advocacy, and ongoing network building for refugee students. Finally, we reconnect our findings with existing bodies of literature to offer recommendations for practices associated with leading for social justice.

Keywords

Teacher leadership Refugee education Boundary spanning Critical discourse analysis

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References

1. Dryden-Peterson, S. (2016). Refugee education: The crossroads of globalization. Educational Researcher, 45(9), 473-482. https://doi.org/10.3102/0013189X16683398 .

2. Koyama, J. (2015). Learning English, working hard, and challenging risk discourses. Policy Futures in Education, 13(15), 608-620. https://doi.org/10.1177/1478210315579547 .

3. Koyama, J., & Kasper, J. (2020). Pushing the boundaries: Education leaders, mentors, and refugee students. Educational Administration Quarterly. https://doi.org/10.1177/0013161X20914703 .

4. Refugee Council USA. (2017). RCUSA state refugee profiles. Retrieved from http://www.rcusa.org/state-refugee-profiles

5. Teacher Leadership Exploratory Consortium. (n.d.). Teacher leader model standards. Retrieved from http://www.nnstoy.org/download/standards/Teacher%20Leader%20Standards.pdf

6. Tushman, M. L. (1977). Special boundary roles in the innovation process. Administrative Science Quarterly, 22(4), 587-605. https://doi.org/10.2307/2392402 .

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Boundary-Breaking Leadership as Social Justice Intervention Marissa Winmill Julie Kasper Jill Koyama Living reference work entry Part of the Springer International Handbooks of Education book series (SIHE) We know that teachers are leaders in schools. Some hold official positions while others enact leadership unofficially in their daily practices.

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Please join our network by filling out one of these slides with the information needed.

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Please join our network by filling out one of these slides with the information needed.

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WABE Emerging Boundary-Spanning Leaders Cohort: Profiles

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Leadership Opportunity from PESB -PGP Grant Application

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Leadership Opportunity from PESB -PGP Grant Application

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Washington Office of Superintendent of Public Instruction

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March 22, 2021

The Professional Educator Standards Board (PESB) is offering grants of up to $15,000 to strengthen educator retention through professional learning opportunities. Grantees will organize and support learning communities using competency-based professional growth plans (PGPs) in the 2021-22 school year.

Professional learning communities (PLCs) must include paraeducators and educators from populations that have been historically underrepresented and systematically excluded from the educator workforce. Each grantee must support a minimum of 20 educators completing PGPs.

View our informational packet to learn more about the grant.

Focus areas

Applicants will choose one of three areas to focus their learning community work and must include strategies to increase educator retention. Focus areas include:

Community building

Science, Technology, Engineering, Mathematics (STEM) integration

A grantee specified area

Who may apply?

Washington State school districts, tribal schools, ESDs, approved clock hour providers, and higher education institutions are eligible to apply. If individual educators are interested in participating in this grant, they should communicate their interest to one of these organizations.

What is a PGP?

PGPs are job-embedded, self-directed professional development. With a PGP, educators set goals, align them to standards, design an action plan, collect evidence, and reflect on the process. PGPs for certificate renewal or used in the paraeducator certificate program are eligible for 25 clock hours. Learn more about PGPs on our website.

How do PGPs support educator retention?

PGPs can serve as an innovative retention strategy. Competency-based learning provides educators the opportunity to apply and demonstrate their skills in ways that differ from traditional professional development. This learning can inspire growth within the educator's existing role or within the educator field.

How can grant funds be used?

Grant funds can be used for compensation, substitutes and release time, grant-related efforts, and programming.

When is the application due?

Grant applications are due by Tuesday, June 8, 2021. No extensions. View the application.

Attend an informational webinar

PESB will host an informational webinar on Thursday, April 1 at 1 p.m. to provide an overview of the application process for organizations interested in the grant. Register to attend.

Questions?

Contact information

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Grants now available to support professional learning for educators

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March 22, 2021 The Professional Educator Standards Board (PESB) is offering grants of up to $15,000 to strengthen educator retention through professional learning opportunities. Grantees will organize and support learning communities using competency-based professional growth plans (PGPs) in the 2021-22 school year.

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You worked hard to become an NBCT. Now how do you stay involved? The National Board for Professional Teaching Standards provides tips on how to Be Informed, Feel Empowered, Get Active.

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More Teacher Leadership Opportunities from OSPI

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More Teacher Leadership Opportunities from OSPI

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OSPI provides support and leadership opportunities to educators throughout their careers. When we set educators up for success, we set their students up for success.

In partnership with the Association of Educational Service Districts, OSPI supports networks of fellows in early learning, English language arts, math, and science. The fellows have access to professional learning and support the implementation of professional learning within their schools and districts.

There are multiple leadership opportunities available for National Board Certified Teachers (NBCTs).

Cadres of Educators

OSPI supports multiple cadres of experienced educators who serve as advisory committees for specific subject areas.

WATAC is a network of award-winning educators from across the state. They aim to inform education decisions and influence policy, promoting equity and excellence for all. WATAC is a project of OSPI, and is funded with a grant from the Bill & Melinda Gates Foundation. The teachers in WATAC speak with independent voices. Their opinions, beliefs, and viewpoints do not necessarily reflect, nor are they influenced by, the State Superintendent or staff at the Bill & Melinda Gates Foundation.

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OSPI provides support and leadership opportunities to educators throughout their careers. When we set educators up for success, we set their students up for success. Washington State Fellows' Network In partnership with the Association of Educational Service Districts, OSPI supports networks of fellows in early learning, English language arts, math, and science.

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Refugee Families and Students Survey from AZ Network

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Refugee Families and Students Survey from AZ Network

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Refugee families and students Survey (002)

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HS ELL co-teacher and ELL Newcomer supporter.
I'm here to learn how I can better support the students I serve.

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ELL Teacher
I am really enjoying being back with colleagues & learning/sharing about EL students!

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7&8 grade ELL Teacher/Department Head. I am here because we need more advocates for our ELL students. I do not have a ton of refugee students, but I would love to support the ones I have, more.

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I am a EL Middle School Teacher in Auburn School District! I am here because I feel it's my duty to advocate for my students and their needs.

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I am also an EL and HS Teacher in Auburn School District.

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A high school EL teacher and a new lead teacher. I'm here because I want to share the load of advocacy and encourage my students to use their voices.

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I am a HS ELL Specialist/Humanities Teacher. I'm here to learn more about creative ways to be a teacher-advocate.

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As a white, female teacher, I strive to find the opportunities to serve my students.  I speak German and understand the struggles of learning languages (especially in a school setting).  I recognize that not speaking all the native languages of my students can be a threat to the students.

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I am an EL teacher in the Auburn School district. I want to learn more on how to support our families and students who are in our community.

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I am an ELL teacher at Todd Beamer HS in the Federal Way School District.
I want to learn more ways to support our scholars.
Also, hello! I was pleasantly surprised and happy to see you presenting!

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I want to be a link between my scholars and their Gen Ed teachers to support them as they work on their academic requirements. I also want to support our scholars with anything they bring up to us.

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Be open to opportunities and reflect about what I'm learning.

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I need to more actively seek out resources and build my network, instead of not acting or being complacent.