Abstract
This chapter presents six Faculty Academy members’ stories of how involvement in a learning community of scholars supported and impacted their leadership skills and agency as a leader in their respective institutions and academic assignments.
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Appendices
Appendix A: Collaborative Conference Presentations (2003–2019)
McDonald, D. M., Crawford, C., Watson, S., Shulsky, D., Baker, S., & Williams-Duncan. (2019, October). Leadership lessons learned: The liminal space between limitations and victory laps. Issues and ideas session presented at the American Association for Teaching and Curriculum, Birmingham, AL.
McDonald, D. M., Craig, C., Kahn, M., Markello, C., Pohl, R., Han, X., Sack, J., Kiekel, J., Beaudry, C., Gauna, L., Divoll, K., Ribeiro, A., Turchi, L., Stapp, K., Quander, J., Evans, P., & Li, J. (2018, April). Challenges in effective mentoring and retention of novice teachers. Paper presented at the American Educational Research Association, New York, NY.
McDonald, D. M., Craig, C., Carman, C., & Crawford, C. (2017, April). Seeking liberty within an oppressive system through satire. Poster presented at the American Educational Research Association, San Antonio, TX.
McDonald, D. M., Raven, S., Crawford, C., Kiekel, J., & Divoll, K. (2017, April). Academia being “Trump”ed by corporatized organizational models. Session presented for the Invisible College, San Antonio, TX.
McDonald, D. M., Craig, C., Han, X., Ross, V., & Divoll, K. (2016, April). Exploring global perspectives of teacher attrition. Session conducted at the Invisible College, Baltimore, MD.
Kiekel, J., & McDonald, D. M. (2016, March). Mentoring induction year teachers: Are we doing a good job? Presentation at the Critical Questions in Education Conference, San Antonio, TX.
Craig, C., McDonald, D. M., Kiekel, J. Turchi, L., & Han, X. (2015, April). Examining informal and formal support systems of novice teachers’ transitional first two years of experience. Presentation conducted at the Invisible College, Chicago, IL.
McDonald, D. M., Craig, C., Thomas, D., & Divoll, K. (2013, April). Utilizing “super hero” skills to ensure academic program quality. Session presented at the Invisible College, San Francisco, CA.
McDonald, D. M., Craig, C., Kahn, M., Markello, C., Garcia, M., Smith, D., & Kiekel, J. (2012, April). Exploring scholarly identity development in our academic sandbox: Building castles and rebuffing backyard bullies. Paper presented at the American Educational Research Association, Vancouver, British Columbia, Canada.
McDonald, D. M., Craig, C., Kahn, M., McEnery, L., Divoll, K., Smith, D., & Shulsky, D. (2012, February). Establishing scholarly identity in our academic sandbox: Drawing lines in the sand. Presentation at the Association of Teacher Educators, San Antonio, TX.
McDonald, D. M., Craig, C., Smith, D., Garcia, M., Shulsky, D., Benavente-McEnery, L., & Divoll, K. (2011, October). Exploring our academic sandbox: Scholarly identities developed through play, tantrums, building castles, and rebuffing backyard bullies. Presentation at the American Association for Teaching and Curriculum, Denver, CO.
McDonald, D. M., Craig, C., Kahn, M., & Markello, C. (2011, April). Academic sandbox: Growing into our scholarly identities through play, tantrums, building castles, and rebuffing backyard bullies. Presentation at the Invisible College, New Orleans, LA.
McDonald, D. M., Craig, C., Browning, S., Divoll, K., Kahn, M., Kirk, E., McCormack, S., McEnery, L., Ortloff, D., & Smith, D. (2010, May). Travelling journals as collaborative sharing to support introspection, retrospection, perception, observation, relationships, and direction of academic journeys. Presentation at the Invisible College, Denver, CO.
McCormack, S., McDonald, D. M., Browning, S., Shulsky, D., & Thomas, D. (2009, April). Supporting teacher scholarship through professional learning community. Presentation at the Invisible College, San Diego, CA.
Craig, C., McDonald, D. M., & Browning, S. (2009, April). Gender in the academy. Presentation at the Invisible College, San Diego, CA.
Craig, C., McDonald, D. M., & Foster, A. (2009, February). Faculty Academy: A place for grounding and growth. Invited Symposium presentation of the Association of Teacher Educators Yearbook Book Chapter, conducted at the Association of Teacher Educators conference, Dallas, TX.
McDonald, D. M., Craig, C., Foster, A., Markello, C., McCormack, S., Mullins, H., Divoll, K., Bickham, B., & Witschonke, C. (2008, October). The euphony and cacophony of community: Varied voices, shared songs, composing collegiality through discourse. Symposium presentation at the American Association for Teaching and Curriculum, Austin, TX.
McDonald, D. M., Craig, C., McCormack, S., & Markello, C. (2008, March). Getting rooted in academia and blossoming as scholars. Presentation conducted at the Invisible College, New York, NY.
Craig, C., & McDonald, D. M. (2007, April). Renaissance in teacher education. Presentation conducted at the Invisible College, Chicago, IL.
Craig, C., McDonald, D. M., & Ganesh, T. (2006, April). Epistemology and collaborative inquiry: Defensible decisions? warrantable conclusions? Paper presented at the American Educational Research Association, San Francisco, CA.
Craig, C., McDonald, D. M., Foster, A., Ganesh, A., Ganesh, T., Kahn, M., Markello, C., McCormack, S., Mullins, H., Phillips, J., & Williams-Smith, D. (2006, April). When public good and organizational imperatives meet: Faculty academy members’ reflections of struggle and growth. Research Symposium conducted at the American Educational Research Association, San Francisco, CA.
Craig, C., McDonald, D. M., Foster, A., Markello, C., McCormack, S., & Mullins, H. (2005, October). The faculty academy: Enhancing scholarship, developing community. Paper presented at the American Association for Teaching and Curriculum Conference, Austin, TX.
Craig, C., McDonald, D. M., Decman, J., Foster, A., Schorzman, E., Phillips, J., Rubin, L., Williams-Smith, D., McKay, S., Pierson, M., Clandinin, J., Murphy, M., Pearce, M., Steeves, P., Desrochers, C., Caine, V., Burchell, H., & Dyson, J. (2004, April). Reflective spaces: Creating opportunity for professional growth through individual and collective inquiry (University of Houston System group paper—Table searching: A place of anticipation and hope). International Symposium presentation at the American Educational Research Association, San Diego, CA.
Craig, C., Burchell, H., Dyson, J., McDonald, D. M., Decman, J. M., & Schorzman, E. (2003, October). Creating reflective spaces: Narrative accounts of professional learning in higher education. Paper presented at the American Association for Teaching and Curriculum Conference, Baltimore, MD.
McDonald, D. M., Decman, J. M., & Montgomery, J. (2003, April). Developing graduate inquiry: Supporting metamorphosis of professional identity. Presentation conducted at the Invisible College, Chicago, IL.
Craig, C., Burchell, H., Dyson, J., Clandinin, J., McDonald, D. M., Decman, J., Foster, A., Diamond, J., & Schorzman, E. (2003, April). Creating reflective spaces: Professional learning in higher education. Research Symposium conducted at the Invisible College, Chicago, IL.
Appendix B: Collaborative Publications (2007–2020)
Books
Craig, C. J., Turchi, L., & McDonald, D. M. (Eds.) (2020). Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading. New York, NY: Palgrave Macmillan (This book).
McDonald, D. M. (Ed.). (2018). Facing challenges and complexities in retention of novice teachers. Charlotte, NC: Information Age Publishing.
Refereed Book Chapters
Auzenne-Curl, C. (2020). Fear, fellowship and finding a voice: An autobiographical narrative of being and becoming in an established research community. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Cooper, J. M., Gauna, L. M., Beaudry, C. E., & Curtis, G. A. (2020). Sustaining critical practices in contested spaces: Teacher educators resist narrowing definitions of curriculum. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Cooper, J. M., Turchi, L., & Kucznski, M. T. (2020). Discovering stories data might be telling: Collaborative research as leadership, and lessons learned in promoting a culture of evidence. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Craig, C. J. (2020). Generous scholarship: A counternarrative for the region and the academy. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Curtis, G. A., & Craig, C. J. (2020). Faculty Academy: A new version of an established concept of collaboration. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Han, X. (2020). Bridging the East and the West: Reflections on learning, leading, and life. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Kiekel, J. (accepted). Introverts as leaders: How involvement in a professional learning community can facilitate development of skills. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Manuel, M., Evans, P., & McAlister-Shields, L. (2020). teachHOUSTON alumni: Agents of change in secondary STEM education. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Markello, C. (2020). Reflecting on growth and change: The persistence of the Faculty Academy over the years (2002–2020). In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
McDonald, D. M. (2020). Longstanding lessons of propriety as a leader. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
McDonald, D. M., Divoll, K., Newsum, J., Williams-Duncan, O., Auzenne-Curl, C., & Kiekel, J. (2020). Involvement in a professional community yields unexpected skills: Faculty academy members’ stories of leadership and learning. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Newsum, J. (2020). Leading from the shadows: School librarian leadership. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Pohl, B. E. (2020). Musings on the sidelines: Leadership and learning during the tenure-track experience. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Quander, J., Sack, J., & Redl, T. (2020). Learning through co-teaching as critical friends. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Raven, S., Davis, T., & Craig, C. J. (2020). The mentor-mentee faculty relationship: Cases of reciprocal learning and leading. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Sack, J., & Vasquez, I. (2020). Learning and leading as teacher researchers. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Stokes, D., & Evans, P. (2020). Learning and leading as collaborative physics education/physics partners: Building a physics teacher education program. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Watson, S. (2020). Resiliency and women: The journey to academic STEM leadership. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Beaudry, C., & Gauna, L. (2018). When qualifications are not enough: A Latina Spanish bilingual teacher’s decision to leave. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 257–278). Information Age Publishing.
Craig, C. J., Evans, P., Li, J., & Stokes, D. (2018). The Gordian Knot of teacher induction: When context trumps teacher preparation and the desire to teach. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 185–204). Information Age Publishing.
Divoll, K., Gauna, L., & Ribeiro, A. (2018). Career changers’ experiences as neophyte middle school ESL teachers. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 83–140). Information Age Publishing.
Han, X. (2018). Integrating technology in the classroom: Is it happening? In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 237–256). Information Age Publishing.
Kahn, M. (2018). Walking with fish, swimming with cats: Novice teachers and equity. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 3–22). Information Age Publishing.
Kiekel, J. (2018). Jekyll and Hyde: One teacher-two schools. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 63–82). Information Age Publishing.
Markello, C. (2018). Becoming an art teacher: Prismatic experiences of three beginning visual art teachers. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 157–184). Information Age Publishing.
McDonald, D. M. (2018). “I feel like Edith Piaf:” A novice teacher’s expression of sorrow and hope. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 23–62). Information Age Publishing.
Pohl, B. (2018). Experiences from the field: Voices of novice special education teachers during their induction years. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 223–236). Information Age Publishing.
Sack, J., & Quander, J. (2018). Care as an approach for supporting induction years secondary mathematics teachers. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 23–62). Information Age Publishing.
Turchi, L., & Nance, K. (2018). Supporting new English language arts teachers as nascent professionals: What enables and impedes their instructional designs and their intentions to help secondary students succeed with the curriculum and required assessments. In D. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 205–222). Information Age Publishing.
Benevente-McEnery, L., Bickham, B., Boske, C. A., Foster, A., Kahn, M., Markello, C., McCormack, S., McDonald, D. M., Mullins, H. C., Pedrana, A., Phillips, J. C., Poimbeauf, R., Witschonke, C., & Craig, C. (2008). The faculty academy: A place for grounding and growth. In L. Deretchin & C. Craig (Eds.), Teacher education yearbook XVII (pp. 343–366). Rowman & Littlefield Education.
Book Chapter Introductions/Summaries
McDonald, D. M., Craig, C. J., & Turchi, L. (2020). The Faculty Academy in review: What, so what, now what? In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
Turchi, L., Craig, C. J., & McDonald, D. M. (2020). Overview. In C. Craig, L. Turchi, & D. McDonald (Eds.), Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning and leading (pp. 1–8). Palgrave Macmillan.
McDonald, D. M., Craig, C., & Curtis, G. (2018). Situating teacher induction in the urban teaching context: A journey through new terrain as novice teachers share stories of finding their way. In D. M. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 1–2). Information Age Publishing.
McDonald, D. M., Craig, C., & Curtis, G. (2018). A big picture view of teacher induction experiences across the disciplines: Helping policy makers see the forest through the trees. In D. M. McDonald (Ed.), Facing challenges and complexities in retention of novice teachers (pp. 277–280). Information Age Publishing.
McCormack, S., McDonald, D. M., Ganesh, T., & Foster, A. (2007). Impact and consequences of accountability systems: Overview and framework. In L. Deretchin & C. Craig (Eds.), International research on the impact of accountability systems: Teacher education yearbook XV (pp. 47–51). Rowman & Littlefield Education.
McCormack, S., McDonald, D. M., Ganesh, T., & Foster, A. (2007). Impact and consequences of accountability systems: Summary and implications. In L. Deretchin & C. Craig (Eds.), International research on the impact of accountability systems: Teacher education yearbook XV (pp. 129–131). Rowman & Littlefield Education.
Journal Articles
International/National
McDonald, D. M., Carman, C., Crawford, C., & Craig, C. (accepted with revisions). Seeking liberty within an oppressive system through satire. Tamara: Journal for Critical Organization Inquiry.
McDonald, D. M., Craig, C., Markello, C., & Kahn, M. (2016). Our academic sandbox: Scholarly identities shaped through play, tantrums, building castles, and rebuffing backyard bullies. The Qualitative Report, 21(7), 1145–1163.
McDonald, D. M., & Kahn, M. (2014). “So, you think you can teach?”—Reflection processes that support novice teachers’ field experience readiness. International Journal for the Scholarship of Teaching and Learning, 18(2), 1–34.
Non-refereed Conference Repository
International/National
McDonald, D. M., Craig, C., Kahn, M., Markello, C., Pohl, R., Han, X., Sack, J., Kiekel, J., Beaudry, C., Gauna, L., Divoll, K., Ribeiro, A., Turchi, L., Stapp, K., Quander, J., Evans, P., & Li, J. (2018). Challenges in effective mentoring and retention of novice teachers. American Educational Research Association Paper Repository.
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McDonald, D. M., Craig, C., Kahn, M., Markello, C., Garcia, M., Smith, D., & Kiekel, J. (2012). Exploring scholarly identity development in our academic sandbox: Building castles and rebuffing backyard bullies. Am American Educational Research Association Paper Repository.
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McDonald, D.M., Divoll, K., Newsum, J.M., Williams-Duncan, O.M., Auzenne-Curl, C., Kiekel, J. (2020). Involvement in a Professional Community Yields Unexpected Skills: Faculty Academy Members’ Stories of Leadership and Learning. In: Craig, C.J., Turchi, L., McDonald, D.M. (eds) Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education. Palgrave Studies on Leadership and Learning in Teacher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-56674-6_4
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DOI: https://doi.org/10.1007/978-3-030-56674-6_4
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