Teaching As Leadership and over one million other books are available for Amazon Kindle. Learn more
  • List Price: $22.95
  • Save: $7.79 (34%)
FREE Shipping on orders over $35.
In Stock.
Ships from and sold by Amazon.com.
Gift-wrap available.
Teaching As Leadership: T... has been added to your Cart
Condition: Used: Acceptable
Comment: Fast Shipping - Safe and Secure Bubble Mailer!
Access codes and supplements are not guaranteed with used items.
Have one to sell? Sell on Amazon
Flip to back Flip to front
Listen Playing... Paused   You're listening to a sample of the Audible audio edition.
Learn more
See all 2 images

Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap Paperback – February 2, 2010

ISBN-13: 978-0470432860 ISBN-10: 0470432861 Edition: 1st

Buy New
Price: $15.16
69 New from $5.40 211 Used from $0.01
Amazon Price New from Used from
"Please retry"
"Please retry"
$5.40 $0.01
Free Two-Day Shipping for College Students with Amazon Student Free%20Two-Day%20Shipping%20for%20College%20Students%20with%20Amazon%20Student

Frequently Bought Together

Teaching As Leadership: The Highly Effective Teacher's Guide to Closing the Achievement Gap + Teach Like a Champion: 49 Techniques that Put Students on the Path to College (K-12)
Price for both: $35.92

Buy the selected items together

Best Books of the Month
Best Books of the Month
Want to know our Editors' picks for the best books of the month? Browse Best Books of the Month, featuring our favorite new books in more than a dozen categories.

Product Details

  • Paperback: 352 pages
  • Publisher: Jossey-Bass; 1 edition (February 2, 2010)
  • Language: English
  • ISBN-10: 0470432861
  • ISBN-13: 978-0470432860
  • Product Dimensions: 7 x 0.8 x 9.2 inches
  • Shipping Weight: 1.2 pounds (View shipping rates and policies)
  • Average Customer Review: 4.1 out of 5 stars  See all reviews (48 customer reviews)
  • Amazon Best Sellers Rank: #184,120 in Books (See Top 100 in Books)

Editorial Reviews


"Teaching as Leadership demonstrates a commitment to and professional endorsement of the power of teachers. Farr's book speaks to the moral, ethical, and economic imperative to effect improved achievement for all students, not just some. This is a must-read for anyone at any level of our education system, including those who are preparing to revise and reauthorize NCLB." (Huffington Post, March 1, 2010)

From the Back Cover

Praise for Teaching as Leadership

"Eliminating our nation's unjust achievement gap and providingschools where all children can learn is part of the unfinishedbusiness of the Civil Rights Movement and of our nation. Teach ForAmerica is dedicated to this goal—and this new book is aterrific resource that shares the valuable lessons learned fromstudying highly effective teachers and successful classrooms acrossthe country."
Marian Wright Edelman, president, Children's DefenseFund

"Every teacher, principal, and superintendent should read thisbook. Over the last two years, we have seen our students' reading,writing, and math skills improve significantly. The principlesoutlined in Teaching As Leadership have played a criticalrole in our progress."
Andrés Alonso, chief executive officer,Baltimore City Schools

"By assessing the actions of highly effective teachers in someof America's most challenging teaching environments, Teach ForAmerica outlines key strategies to close the achievementgap—investing in students and their families, planningpurposefully, and working relentlessly. This inspiring book willinform the work of everyone engaged in the training and support ofteachers in high-poverty schools."
Kathleen McCartney, dean of Harvard Graduate Schoolof Education and Gerald S. Lesser Professor in Early ChildhoodDevelopment

"For new teachers, there is no substitute for getting into aclassroom and suffering the pain and frustration of finding whatworks best for them. This book, however, offers new teachers aresource sure to make those first months a little less difficult.Teaching As Leadership assembles wisdom from dozens ofsuccessful Teach For America teachers, addressing every problem onecould imagine. This is a smart gift for the new teacher in yourfamily."
Jay Mathews, Washington Post education columnist andauthor, Work Hard. Be Nice: How Two Inspired Teachers Createdthe Most Promising Schools in America

"From its very beginnings, Teach For America has invested moreenergy in understanding effective teaching than any teacherpreparation program I know. And year after year, they have fed thatinformation back into their own selection processes and teachersupports with a single goal: producing more teachers who can changethe life chances of poor children. With this book, they havedistilled what they are learning—along with relevantresearch—into a guide that is at once both fabulouslyreadable and highly practical. If I had three thumbs, they wouldall be pointed up."
Kati Haycock, president, Education Trust

"Teaching As Leadership works. This is the approach takenby teachers who lead diverse students to great academicachievements."
Beverly Hall, superintendent of Atlanta PublicSchools and 2009 National Superintendent of the Year

Customer Reviews

This is a very important book.
L. F. Smith
The book essentially focuses on the best practices of Teach for America's most successful teachers, as compiled by author Steven Farr.
Z Hayes
I think this book should be required reading for all teachers.

Most Helpful Customer Reviews

57 of 58 people found the following review helpful By L. F. Smith VINE VOICE on February 8, 2010
Format: Paperback Vine Customer Review of Free Product ( What's this? )
This is a very important book.

The authors have analyzed two decades' worth of observations, questionnaires, and interviews generated by the Teach for America program and used it to determine what differentiates highly effective teachers from less effective ones. It turns out that highly effective teachers share six traits: They set big goals, invest students and their families in them, plan purposefully, execute effectively, continuously increase their effectiveness, and work relentlessly. The book explains what these traits mean, offers examples of their implementation, and recommends strategies that teachers can apply to their classes.

I thought the the two chapters on effective execution were the most valuable parts of the book. That's because they reinforce other research (for example, Madeline Hunter's from the late 70s - late 80s and Jay McTighe and Grant Wiggins' "Backward Design"). Those teachers who plan well, teach well, and assess well get the best results. It sounds obvious-- and in many ways, it is-- but it's not so easy to do in the real world of the classroom. This book demonstrates that it can be done.

It also demonstrates that it must be done if we are to close the achievement gap, the low achievement by minority and poor kids, that bedevils the schools. There is no hope of solving the persistent social problems of poverty and ameliorating the effects of racism as long as that gap exists.

Now, there are some important qualifications here.

First, what the book says is specific to teachers working in poor and minority communities. That's because the point of Teach for America is to recruit and train teachers to work in those communities.
Read more ›
2 Comments Was this review helpful to you? Yes No Sending feedback...
Thank you for your feedback. If this review is inappropriate, please let us know.
Sorry, we failed to record your vote. Please try again
31 of 31 people found the following review helpful By Irishman65 on February 18, 2010
Format: Paperback Vine Customer Review of Free Product ( What's this? )
I come from a family with a teacher who has won many accolades and we all have teachers we remember fondly and also not as fondly so it is with that perspective that I read this book, as did my family member who is a teacher. Teaching as Leadership offers great anecdotes from teachers who have made a difference in the lives of disadvantaged students but none of them really speak about whether this came at their own personal cost or how their laser focus impacted their families (did they have children of their own when they came home?). Chapters one and two try to build inspiration and ask you to set high standards and involve the families in the process. Both are important ideas that can be executed to differing levels of success depending upon your community. If family members in the community work two and three jobs to stay afloat, all speak a different language than the language of instruction, and/or are in the midst of social crises, than they are understandably limited in how much more they can give to their child's education without support services from the government. That being said, the last chapter asks teachers to work relentlessly... Many teachers work as they they are the CEOs of large corporations putting in 60 to 80 hour weeks that go unnoticed because so much of their work is taken home with them. The burn-out factor is a huge problem and chapter six asks teachers to, "Assume personal responsibility for dramatic student learning...and overcome seemingly insurmountable obstacles." How many people could last 25 years in a job that demands that of them every day? Is the shift to making teachers as responsible for the students as parents realistic and sustainable?Read more ›
2 Comments Was this review helpful to you? Yes No Sending feedback...
Thank you for your feedback. If this review is inappropriate, please let us know.
Sorry, we failed to record your vote. Please try again
23 of 27 people found the following review helpful By Bryan Carey VINE VOICE on March 22, 2010
Format: Paperback Vine Customer Review of Free Product ( What's this? )
Most everyone agrees that education is important to any society, but what cannot be agreed upon is the means to achieve an end; the most effective way to teach so that children emerge better informed and better suited for the ever- changing world in which we live. This book, Teaching as Leadership, claims to have the answers and it formulates its methodology based on the experience of teachers over a twenty-year span. The book strives to make teachers more effective, more successful, and more efficient through its articulated means for teaching and student involvement. It spells everything out, in chronological step- by- step order, covering everything from setting goals to execution to continuous improvement.

Teaching as Leadership does have some good advice to offer and I like the way it lays out its plan of action. It offers anecdotes and a helpful conclusion/summary at the end of each chapter that wraps up the key points. This is all fine and good, and the author's intentions are certainly positive and noteworthy. However, this book isn't quite the eye- opening read I was hoping for and the main reason is that most of the contents of this book cover strategies and material that teachers have heard and been trained on for decades. In addition to that, the book gets very monotonous after a while. You can easily predict what each section of each chapter is going to cover before you get there. If the author wanted to drive these points home through repetition, I would say he succeeded.

On the positive side, this book does more than simply lay out a plan of action through words and anecdotes. There are also some helpful appendices and other reference material throughout each chapter.
Read more ›
Comment Was this review helpful to you? Yes No Sending feedback...
Thank you for your feedback. If this review is inappropriate, please let us know.
Sorry, we failed to record your vote. Please try again

Most Recent Customer Reviews

More About the Author

Steven Farr leads Teach For America's efforts to discern what distinguishes teachers whose students in low-income communities achieve dramatic academic growth. Those findings inform the organization's teacher selection, training, and support. Farr also works to build the organization's knowledge by learning from and sharing with other organizations working towards educational equity. Some of the organization's findings can be accessed through www.teachingasleadership.org, an accompanying website to the book, Teaching As Leadership.

Since 2001, Farr has overseen various elements of Teach For America's teacher training and support efforts, as well as studies of the best practices of highly effective teachers. He managed the research and development of a number of Teach For America's training texts, including Instructional Planning and Delivery, Classroom Management and Culture, Learning Theory, and Diversity, Community, and Achievement. He has contributed to the development of the Teaching As Leadership framework and rubric, as well as some of Teach For America's online resources built around those ideas.

Farr's work in education began when he joined Teach For America as a corps member in the Rio Grande Valley after graduating from the University of Texas's Plan II Honors program. For two years, he taught high school English and English as a Second Language in Donna, Texas at Donna High School where he was nominated for Teacher of the Year by his colleagues. He then attended Yale Law School, where he focused on issues related to education. He coauthored "The Edgewood Drama: An Epic Quest for Education Equity" for the Yale Law and Policy Review, an overview of the policies and politics affecting school finance in Texas in the wake of the U.S. Supreme Court's 1973 decision that education is not a fundamental right. While attending Yale, Farr taught English as a Second Language at Quinnipiac College and represented children in special education matters through the school's legal clinic.

After law school, Farr served as a law clerk for the Honorable William Wayne Justice in Austin, Texas. Farr then taught and litigated civil rights and disabilities issues at the Georgetown University Law Center's Institute for Public Representation until 2001, when he joined the staff of Teach For America as vice president of training and support. Today, Farr serves as the organization's Chief Knowledge Officer.