Leading Teacher Clarity

A Guide for Implementation Success
1. Auflage 2026
ISBN: 979-8-3488-5557-4
Verlag: SAGE Publications

Buch, Englisch, 192 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 320 g

Build and sustain the mindsets and systems that make teacher clarity work.

Learning depends on clarity—a shared understanding among teachers, leaders, and students of what is being learned, why it matters, and how success will be recognized, all aligned with the learning experiences and assessment tasks. While many schools want to embrace teacher clarity, progress often stalls without clear guidance for school and district leaders. This book provides the essential framework for leaders to build, sustain, and embed a culture of clarity that transforms teaching and learning across the entire system.

Developed for principals, instructional coaches, and district leaders, this practical guide will help you lead and implement teacher clarity, ensuring it is a foundational element of your school's or district’s culture and not just a temporary initiative. Designed for reading alongside teachers’ use of the bestselling The Teacher Clarity Playbook, this book provides leaders with the tools to support teachers on their journey and ensure the work succeeds and endures. Features include:

- Planning Your Pitch: Ready-to-use talking points to help leaders communicate key ideas clearly and persuasively

- The Thinking Leader: Reflective questions to deepen self-awareness and provoke thoughtful leadership discussions

- A Leader's Perspective: Real-life stories and insights from experienced educational leaders

- Leadership Checklist: Actionable steps to guide leaders in implementing new ideas effectively within their own contexts

By modeling, protecting, and sustaining clarity, leaders can create the conditions for teachers to collaborate, reflect, and grow together, ensuring every student has a clear vision of success.

Autoren/Hrsg.

Fisher, Douglas

Frey, Nancy

DiTullio, Gina

Smith, Dominique

Inhaltsverzeichnis

About the Authors
Introduction
Part I: The Why—Building the Case for Clarity
Chapter 1: See the Power of Clarity
Chapter 2: Build the Case for Change
Part II: The What—Defining Teacher Clarity
Chapter 3: Define What Clarity Means
Chapter 4: Design the Process for Clarity
Part III: The How—Leading the Journey
Chapter 5: Assess and Prepare for Clarity
Chapter 6: Lead the Plan for Clarity
Chapter 7: Develop People Through Clarity
Part IV: The System—Embedding Clarity Into Culture
Chapter 8: Sustain Growth Through Clarity
Chapter 9: Renew the Commitment to Clarity
Part V: The Legacy—Sustaining Clarity Through Leadership
Chapter 10: The Legacy of Teacher Clarity Leadership
Closing Thoughts: The Work That Endures
References
Index

Über Autor(innen)

Fisher, Douglas
Douglas Fisher is a professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, leadership, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.

DiTullio, Gina
Dr. Gina DiTullio holds a doctorate in Executive Leadership from the St. John Fisher College of Education and brings 30 years of diverse experience in the field of education. Her career spans roles as an elementary teacher, instructional coach, mentor, adjunct professor, special education administrator, and elementary school principal. She currently serves as the principal of Austin Steward Elementary School #46 in Rochester, New York. Dr. DiTullio was a National Board Certified Teacher (NBCT) from 2003-2013 and is an esteemed member of both PDK International and the Pi Lambda Theta International Honor Society. Her passion for educational leadership and instructional excellence is reflected in her published work in Kappan Magazine, Edutopia, and SAANYS Vanguard, and K12 Digest Magazine.

Frey, Nancy
Nancy Frey is a professor of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.

Smith, Dominique
Dominique Smith is an award-winning educator, author, and school leader who has dedicated two decades to transforming schools into inclusive, safe, and empowering spaces for students and educators alike. He currently serves as principal at Health Sciences High and Middle College in San Diego, California. Smith earned his doctorate in educational leadership from San Diego State University and a master of social work from the University of Southern California. His dual expertise in education and social work uniquely positions him to bridge the gap between academic success, emotional safety, and equitable school culture. A passionate advocate for belonging, restorative practices, and leadership development, Smith has co-authored several influential books through Corwin. In recognition of his commitment to fostering safe and supportive school environments, Smith received the National School Safety Award from the School Safety Advocacy Council. His TED Talk on building authentic relationships between students and teachers has inspired educators across the country to reimagine connection as the cornerstone of
effective teaching and learning. Through his leadership, writing, and speaking, Smith continues to champion the belief that when students feel seen, heard, and valued, they are empowered to thrive both academically and personally. His work challenges schools to move beyond compliance and discipline toward cultures of belonging, accountability, and restorative growth.