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connecting practitioners who have been successful (or not) in implementing these
strategies or innovations.
Districts are looking to develop new approaches to delivering curriculum to
students, especially those in underserved populations, ones with special needs, and
children unable to access technology on a regular basis. Attending the Summit helps
to develop strong teacher and administrator partnerships, provides educators the
space and time to collaborate with colleagues across the state, and forges strong
relationships across districts and education groups in meaningful ways. School
communities of all ages, sizes, and demographics must have effective educators to
be successful in meeting the needs of all stakeholders. Those who attend the Teacher
Leadership Summit are forever changed: eager to maintain the cycle of seeking and
implementing improved techniques, amplifying the work of their colleagues, and,
most importantly, advocating for children.

References
Barton, A. (2023). Dear Admin, stop “rewarding” good teachers with more work. https://www.
boredteachers.com/post/rewarding-good-teachers-more-work
Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why it matters and what
we can do about it. Learning Policy Institute.
Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P. M., & Burns, D. (2020).
Inequitable opportunity to learn: Student access to certified and experienced teachers.
Learning Policy Institute. https://learningpolicyinstitute.org/product/crdc-teacher-access
-report

Center on Great Teachers and Leaders (GTL Center). (2019). Teacher leadership toolkit 2.0:
Strategies to build, support, and sustain teacher leadership opportunities. Author. https://
gtlcenter.org/sites/default/files/GTL-TeacherLdrshipToolkit-508.pdf

Darling-Hammond, L., DiNapoli, M., Jr., & Kini, T. (2023). The federal role in ending teacher
shortages. Learning Policy Institute. https://doi.org/10.54300/649.892

Doyle, D. (2015) Leadership and lattices: New pathways across the teaching profession. Center on
Great Teachers and Leaders. https://gtlcenter.org/sites/default/files/1580%20GTL
%20Ask%20the%20Team_Leadership%20Lattices%20d2%20lvr.pdf

Fullan, M., & Hargreaves, A. (2012). Reviving teaching with ‘professional capital.’ Education
Week, 31(33), 30–36.

Garcia, E., & Weiss, E. (2019). U.S. schools struggle to hire and retain teachers: The second report
in ‘The Perfect Storm in the Teacher Labor Market’ series. Economic Policy Institute.

Ghamrawi, N., & Abu-Tineh, A. (2023). A flat profession? Developing an evidence-based career
ladder by teachers for teachers—A case study. Heliyon, 9(4):e15037. https://doi.org
/10.1016/j.heliyon.2023.e15037.
Goddard, Y., Goddard, R., & Tschannen-Moran, M. (2007). A theoretical and empirical
investigation of teacher collaboration for school improvement and student achievement in
public elementary schools. Teachers College Record, 109(4), 877–896.

Illinois State Board of Education. (2018). Teach Illinois: Strong teachers, strong classrooms.
https://www.isbe.net/Documents/Teach-Illinois-Memo.pdf

Illinois State Board of Education, Illinois Association of Regional Superintendents of Schools,
Illinois Workforce and Education Research Collaborative, Goshen Consulting, ROE
LeadHUBS. (2024). Educator shortage report: Academic year 2023–2024. https://iarss
.org/2023-educatorshortage/EducatorShortageReportSY24.pdf.

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