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I have a professional practice background in physical
therapy, special education, and facilitating collaboration
between general and special educators to foster learning in
inclusive classrooms and schools. In 1980 I began my public
school career in a highly collaborative, learning culture. What
a remarkable, positive and supportive induction this was to my
career as an educator! I experienced the energy and efficacy
realized through effective interdisciplinary teamwork focused on
student learning. My early career experience clearly set the
course for my professional path: advancing collaborative teacher
learning and teacher leadership so that all children learn well.
I am particularly interested in the means by
which isolated group and school cultures shift to be more
collaborative. More specifically, I focus on ways that teachers
and principals, leading together, can positively influence the
culture and learning in schools by fostering high quality,
ongoing, relevant learning opportunities for all staff. I
believe that educators, like other human beings, are driven to
learn and want to make a difference in this world. I also
believe that if the grown-ups in schools keep learning they will
be more successful fostering student learning. If we, as
educators, are not excited about learning, why would we expect
kids to be? As a faculty member at the University of Minnesota I
am fortunate to have many opportunities to engage in learning
and development work with practicing educators in their schools
and school districts in Minnesota and elsewhere.
In our department, I teach and advise in
several programs, particularly those that enroll practicing
PreK-12 administrators and teachers. I have specific
responsibilities in the educational leadership doctoral and
masters programs and in the certificate programs in professional
development and disability policy and services. It is a
privilege to work with our graduate students as they seek to
enlarge their leadership knowledge, perspectives and capacities.
I learn so much from them and am continually inspired by their
commitment, courage and competence in advancing teaching and
learning in the complex arena of day-to-day educational practice
in schools. They are leaders in service to our next generation
of citizens whose contributions will influence the ways in which
our future local and global communities grow. What could be more
important than this? Kudos to them!
Selected publications
York-Barr, J., Ghere, G.S., & Sommerness, J.
(in press). Collaborative teaching to increase ELL student
learning. Journal of Education for Students Placed at Risk.
York-Barr, J., Sommers, W.A., Ghere, G.S., &
Montie, J.K. (2006). Reflective practice to improve schools:
An action guide for educators (2nd ed). Thousand Oaks, CA:
Corwin Press.
York-Barr, J., Sommerness, J., Ghere, G., &
Duke, K. (2005). Special educators in inclusive education
programmes: Reframing their work as teacher leadership.
International Journal of Inclusive Education, 9(2), 193-215.
York-Barr, J., Sommerness, J., & Ghere, G.
(2005). Teachers as leaders of inclusive schooling: What, why
and how. Burlington, VT: University of Vermont, National
Institute on Leadership for Disability and Students Placed at
Risk. [peer-reviewed]
York-Barr, J., & Duke, K. (2004). What do we
know about teacher leadership? Findings from two decades of
scholarship. Review of Educational Research, 74(3),
255-316.
York-Barr, J., Bacharach, N., Salk, J., &
Heinz, J. (2004). Team teaching in teacher education: General
and special education faculty team experiences and perspectives.
Issues in Teacher Education, 13(1), 73-94.
York-Barr, J., & Kronberg, R. (2001). From
isolation to collaboration: Learning from effective partnerships
between general and special educators. In W. Sailor (Ed.),
Inclusive education and school/community/family partnerships.
New York: Teachers College Press.
Rainforth, B., & York-Barr, J. (1997).
Collaborative teams for students with severe disabilities:
Integrating therapy and education. Baltimore: Paul H.
Brookes.
York-Barr, J., Kronberg, R., & Doyle, M.E.
(1996). Creating inclusive school communities: A staff
development series for general and special educators.
Baltimore: Paul H. Brookes.
More about Dr. York-Barr
Full vitae [.pdf]
March 2008
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