New
Department:
Organizational
Leadership, Policy,
and Development
Effective July 1, 2009, a
new department has been created
that integrates the business and
marketing education, human
resource development and adult
education, and comprehensive
WHRE programs from the
Department of
Work and Human Resource
Education (WHRE) into the
department formerly known as
Educational Policy and
Administration (EdPA). The
name of this new department is
Organizational Leadership,
Policy, and Development (OLPD).
It will offer exciting
opportunities for collaboration
and interdisciplinary education
and research. Click
here for details. |
Current Research Interests
- Teacher leadership
- Professional development
- Instructionally focused collaboration among teachers
Profile
I have a professional practice background in physical therapy, special education,
and facilitating collaboration between general and special educators to foster learning
in inclusive classrooms and schools. In 1980 I began my public school career in
a highly collaborative, learning culture. What a remarkable, positive and supportive
induction this was to my career as an educator! I experienced the energy and efficacy
realized through effective interdisciplinary teamwork focused on student learning.
My early career experience clearly set the course for my professional path: advancing
collaborative teacher learning and teacher leadership so that all children learn
well.
I am particularly interested in the means by which isolated group
and school cultures shift to be more collaborative. More specifically, I focus on
ways that teachers and principals, leading together, can positively influence the
culture and learning in schools by fostering high quality, ongoing, relevant learning
opportunities for all staff. I believe that educators, like other human beings,
are driven to learn and want to make a difference in this world. I also believe
that if the grown-ups in schools keep learning they will be more successful fostering
student learning. If we, as educators, are not excited about learning, why would
we expect kids to be? As a faculty member at the University of Minnesota I am fortunate
to have many opportunities to engage in learning and development work with practicing
educators in their schools and school districts in Minnesota and elsewhere.
In our department, I teach and advise in several programs, particularly
those that enroll practicing PreK-12 administrators and teachers. I have specific
responsibilities in the educational leadership doctoral and masters programs and
in the certificate programs in professional development and disability policy and
services. It is a privilege to work with our graduate students as they seek to enlarge
their leadership knowledge, perspectives and capacities. I learn so much from them
and am continually inspired by their commitment, courage and competence in advancing
teaching and learning in the complex arena of day-to-day educational practice in
schools. They are leaders in service to our next generation of citizens whose contributions
will influence the ways in which our future local and global communities grow. What
could be more important than this? Kudos to them!
Selected Publications
York-Barr, J., Sommerness, J., & Hur, J. (2008). Teacher
leadership. In T. Good (Ed.), 21st century education: A reference handbook
(Vol. 1, pp. 12-20). Thousand Oaks, CA: Sage Publications.
York-Barr, J., Ghere, G. S., & Sommerness, J. (2007). Collaborative
teaching to increase ELL student learning. Journal of Education for Students
Placed at Risk, 12(3), 1-34.
York-Barr, J., Sommers, W. A., Ghere, G. S., & Montie, J.K. (2006).
Reflective practice to improve schools: An action guide for educators (2nd
ed.). Thousand Oaks, CA: Corwin Press.
York-Barr, J., Sommerness, J., Ghere, G., & Duke, K. (2005).
Special educators in inclusive education programmes: Reframing their work as teacher
leadership. International Journal of Inclusive Education, 9(2), 193-215.
York-Barr, J., Sommerness, J., & Ghere, G. (2005). Teachers
as leaders of inclusive schooling: What, why and how. Burlington, VT: University
of Vermont, National Institute on Leadership for Disability and Students Placed
at Risk. [peer-reviewed]
York-Barr, J., & Duke, K. (2004). What do we know about teacher
leadership? Findings from two decades of scholarship. Review of Educational Research,
74(3), 255-316.
York-Barr, J., Bacharach, N., Salk, J., & Heinz, J. (2004).
Team teaching in teacher education: General and special education faculty team experiences
and perspectives. Issues in Teacher Education, 13(1), 73-94.
York-Barr, J., & Kronberg, R. (2001). From isolation to collaboration:
Learning from effective partnerships between general and special educators. In W.
Sailor (Ed.), Inclusive education and school/community/family partnerships.
New York: Teachers College Press.
Rainforth, B., & York-Barr, J. (1997). Collaborative teams
for students with severe disabilities: Integrating therapy and education. Baltimore:
Paul H. Brookes.
York-Barr, J., Kronberg, R., & Doyle, M. E. (1996). Creating
inclusive school communities: A staff development series for general and special
educators. Baltimore: Paul H. Brookes.
Dr. York-Barr's full vitae
[PDF]
Revised August 2009
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