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Morgan  \nUniversity of Redlands  \nPeter Lock  \nBeattie Middle School  \nThis biographical account of Erin Gruwell’s work with marginalized youth explores the relevancy of her work for today’s educators, especially those responsible for the education of future school leaders. Through both a review of the literature and in-depth interview with Gruwell, this paper shows how Gruwell emerged as a teacher leader and change agent. In summary, it is important that both current and future school administrators support teacher leaders like Erin Gruwell, by working together in challenging the status quo in today’s schools. Being open-minded and listening to ideas teacher leaders can help school administrators be more effective in their often difficult role. Ideas such as “smaller learning communities” and the philosophy of “saving one student at a time” have echoed in teacher leaders like Erin Gruwell and others. School administrators’collaboration with their teacher leaders on campus, only increases the odds of more effective solutions coming forth that can help to improve academic achievement.  \nThe story of Erin Gruwell’s work with marginalized students has inspired those in the field of education, as well as those outside it, by the reforms and actions she initiated in her classroom. Gruwell demonstrated that through personalization and building on one’s background experiences helped her and the students discover a sense of purpose in their lives. From that sense of purpose, came an increased desire for students to learn and, more importantly, stimulated their thought process (Gruwell, 2007) . As a teacher leader Gruwell helped students, through counter narratives and other techniques, make a strong commitment to equity and social justice. According to Ackerman and MacKenzie (2006, p.68)),“teacher leaders are the pack mules of effective school improvement because they carry the weight of responsibility for ensuring that reforms take root in the classroom.” This account of Erin Gruwell’s life reveals how as a teacher leader she became and remains a leading change agent for transformative learning in today’s schools.  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 25, March 2014  \nISSN 1532-0723 © 2014 California Association of Professors of Educational Administration  \nChange Agents for School Reform  \nFeiman-Nemser (1990) argued that while optimistic faith in the power of education to help shape a new social order has continued to exist, the reality also has continued to be the sobering realization that schools have been instrumental in preserving the same social inequities.  \nTeachers find themselves walking on the intersection of such duality, and their agency most definitely influences the balance in one of the two directions; Gruwell’s story is one of a change agent who embodied optimistic faith manifested through the best of leadership traits. As Lane, Lacefield-Parachini, and Isken (2003) stated, teachers have needed to develop feelings of ownership “so they feel empowered to transform the urban educational setting”(p. 56) . Trybus (2011) also stated that leaders who want organizations to change need to create and implement a shared vision. This vision, stated by Kotter (1996, p. 68),“refers to a picture of the future with some implicit or explicit commentary on why people should strive to create that future.” Effective change agents have communicated with stakeholders in ways that made the change more understandable, coherent, and valuable to the organization, while setting the direction of change. Trybus (2011) also emphasized that a critical priority for a change agent involved creating a vision for the future.  \nThose considered to be “change agents” in promoting change in today’s schools have tended to not only believe in the need for change, but some also have possessed the ability and skills to bring it a","cbCaiqDM6Ze7tHu9","https://ap.wps.com/l/cbCaiqDM6Ze7tHu9","pdf",208583,12,"English","# Erin Gruwell and teacher leadership for change\n## Relevance for today’s educators and administrators\n## Change agents for school reform","[{\"question\":\"How does the paper describe Erin Gruwell’s emergence as a teacher leader and change agent?\",\"answer\":\"It argues that Gruwell became a teacher leader through her work with marginalized youth and her ability to initiate reforms in her classroom. The account is supported by literature review and in-depth interviewing.\"},{\"question\":\"What role do school administrators play in supporting teacher leaders?\",\"answer\":\"The paper states that current and future administrators should support teacher leaders by collaborating with them and being receptive to their ideas. This cooperation is presented as a way to improve the likelihood of effective solutions.\"},{\"question\":\"What capabilities does the paper attribute to effective change agents in school reform?\",\"answer\":\"It emphasizes three main capacities: building trusting relationships, communicating the change vision effectively, and empowering others to act. It also highlights modeling risk taking and engaging stakeholders so people can understand and make sense of change.\"}]","Erin Gruwell: A Biographical Account of a Teacher Leader for Change - change agents for school reform | PDF",1792094736]