This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social studies and science classrooms (Study 2). The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications for practice and future research are discussed.

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This study bridges teacher leadership research with principles of co-design in an effort to understand teachers’ experiences with co-design as a process of teacher leadership and its implications for strengthening teacher leadership development efforts. Using qualitative data from a multi-year co-design research project aimed at developing curricular materials, we explore how co-design aligns with and promotes multiple dimensions of teacher leadership. Findings revealed that teachers not only engaged in a process that shaped how they saw themselves as leaders, but also that critical elements of co-design promoted teacher leadership enactment.

We investigated teacher leadership in 18 middle schools in one district engaged in an initiative to scale up Collaborative Strategic Reading (CSR). This mixed-methods analysis found variability in CSR teacher leadership, including the number of hours allotted for release time to support the initiative, the activities teacher leaders enacted, and the support they received. Although findings suggest that the full vision of teacher leadership was difficult to implement at scale, teacher leadership was used to leverage change at several sites. We present a case study of a school that demonstrated collective, shared ownership of both CSR and the teacher leadership model. This study highlights the complexity of defining the expectations and support for a district-funded teacher leader role and raises questions about the need and priorities for the role at every school.