Wimberley, C.E.  (2011).  Teacher collaboration and student

achievement (Doctoral dissertation).  Lindenwood University, Saint Charles, MO.  Retrieved from ProQuest.  (UMI No. 3490620)

Wong, H.K.  (2004).  Induction programs that keep new

teachers teaching and improving. NASSP Bulletin, 88(638), 41–58.

Chapter 6. Teacher leadership and professional engagement as indicators of teacher effectiveness

Berry, B., Daughtrey, A., & Wieder, A.  (2010).  Teacher

leadership: Leading the way.  Carrboro, NC: Center
for Teaching Quality.  Retrieved from https://files.eric.ed.gov/fulltext/ED509719.pdf

Ingersoll, R.M., & Strong, M.  (2011).  The impact of

induction and mentoring programs for beginning teachers: A critical review of the research.  Review of Educational Research, 81(2), 201-233. doi:https://doi.org/10.3102/0034654311403323

Killion, J., Harrison, C., Colton, A., Bryan, C., Delehant, A., &

Cooke, D.  (2016).  A systemic approach to elevating teacher leadership. Oxford, OH: Learning Forward.  Retrieved from https://learningforward.org/docs/default-source/pdf/a-systemic-approach-to-elevating-teacher-leadership.pdf

Moir, E.  (1990).  Phases of first-year teaching.  Originally

published in California New Teacher Project Newsletter. Retrieved from https://www.aliefisd.net/cms/lib/TX01917308/Centricity/Domain/140/Phases%20of%20First%20Year%20Teachers%20Text.pdf

Moir, E.  (2011).  From surviving to thriving: Phases of first

year teaching (2nd ed.).  Santa Cruz, CA: The New Teacher Center.  Retrieved from http://info.newteachercenter.org/phase-of-first-year-teaching

Sato, M., & Rogers, C. (2017).  Practical leadership: How

teachers enact leadership to re-culture their schools.  In C. Rogers, K. Lomotey, & A. Hilton (Eds.), Innovative approaches to educational leadership (pp. 22-42).  Bern, Switzerland: Peter Lang.

Chapter 8. Measures of Culturally Relevant and Responsive Pedagogy

Albert Shanker Institute. (2015). The state of teacher diversity

report. Washington, DC: Author. Retrieved from: http://www.shankerinstitute.org/sites/shanker/files/The%20State%20of%20Teacher%20Diversity%20in%20American%20Education_0.pdf

Banks, J.A., & Banks, C.A.M.G. (2004). Multicultural

education: Issues and perspectives. Hoboken, NJ: John Wiley & Sons.

Bishop, R.S. (1990). Mirrors and windows and sliding glass

doors. Perspectives: Choosing and Using Books for the Classroom, 6(3), ix -xi.

Cabrera, N. (2017). White immunity: Working through some

of the pedagogical pitfalls of privilege. Journal Committed to Social Change on Race and Ethnicity, 3(1), 78-90.  Available from: https://ncore.ou.edu/media/filer_public/43/cd/43cd1bc4-e1db-41a8-a787-23d1527174b2/cabrera___white_immunity_.pdf

Council of Chief State School Officers. (2013, April).

Interstate Teacher Assessment and Support Consortium InTASC model core teaching standards and learning progressions for teachers 1.0: A resource for ongoing teacher development.  Washington, DC: Author. Available from https://ccsso.org/sites/

DiAngelo, R. (2011). White fragility. International Journal of

Critical Pedagogy, 3(3), 54-70.

Finsness, E., & Missaghi, N. (2018). Culturally relevant and

responsive pedagogy framework. Unpublished manuscript.

Gay, G. (2000). Culturally responsive teaching: Theory,

research, & practice. New York, NY: Teachers College Press.

Copyright © 2019 Network for Excellence in Teaching (NExT)