Melinda

Profile: Melinda Mangin

Associate Professor
Faculty

 

Melinda Mangin is an Assistant Professor in the Department of Education Theory, Policy, and Administration in the Graduate School of Education. From 2005-2011 she was a faculty member at Michigan State University. Her scholarship is informed by her previous experience as a public high school Spanish teacher in New York City. Professor Mangin’s scholarly interests include instructional leadership, teacher leadership, education policy, diverse students and families, professional development, and preparing teachers and administrators to be school leaders.

Professor Mangin’s most recent research has focused on the contributions of instructional teacher leaders to the process of improving teaching and learning in K-12 schools. Specifically, she is interested in the formal and informal leadership roles that teachers play as they work with one another and with traditional school leaders to build collective instructional capacity. Her work draws upon a variety of theoretical lenses, including transformational, instructional, integrated, and distributed leadership. These conceptual frames coalesce around a theory of action that posits teachers as key contributors in the improvement process—interdependently examining data and building the shared knowledge necessary to facilitate improvements in teaching practice and learning outcomes. Her research aims to build new knowledge about instructional leadership and inform educational practice.

Mangin has published numerous peer-reviewed articles and is the co-author, with Sara Ray Stoelinga, of two books Effective Teacher Leadership: Using Research to Inform and Reform [MM1] (2008) and Examining Effective Teacher Leadership: A Case Study Approach [MM2] (2010). In addition to publishing in scholarly journals, her work has also been presented to practitioners at ASCD (formerly the Association for Supervision and Curriculum Development) and Learning Forward (formerly the National Staff Development Council).

Education

 

Ph.D.   Education, Educational Policy;

            Rutgers, The State University of New Jersey, 2005

Ed.M    Social and Philosophical Foundations of Education;

            Rutgers, The State University of New Jersey, 2002

B.A.      Education Studies and Spanish

            Guilford College, NC, 1994

Expertise & Research Interest

 

Teacher Leadership

Educational Leadership

Qualitative Methods

Recent & Selected Publications

 

Books

Stoelinga, S. R. & Mangin, M. M. (2010). Examining Effective Teacher Leadership: A Case Study Approach. Teachers College Press. 

Mangin, M. M. & Stoelinga, S. R. (Eds.). (2008). Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.

Articles

Mangin, M. M., & Stoelinga, S. R. (2011). Peer? Expert? Teacher Leaders Struggle to Gain Trust While Establishing Their Expertise. Journal of Staff Development, 32(3), 48-51.

Mangin, M. M. (2010). Building relationships step by step: One teacher leader’s journey. Journal of Cases in Educational Leadership, June(13), p. 13-20.

DiMeglio, R. A. & Mangin, M. M. (2010). Setting the standard: Role definition for a secondary literacy coach. Journal of Cases in Educational Leadership, June(13), p. 5-12.

Mangin, M. M. & Stoelinga, S. R. (2010). The future of instructional teacher leader roles. The Educational Forum, 74(1), 49-62.

Mangin, M. M. (2009). Literacy coach role implementation: How district context influences reform efforts. Educational Administration Quarterly, 45(5), 759-792.

Mangin, M. M. (2009). To have or not to have? Factors that influence district decisions about literacy coaches. Literacy Coaching Clearinghouse, June 24.

Mangin, M. M. (2007). The role of elementary principals in teacher leadership initiatives. Educational Administration Quarterly, 43(3), 319-357.

Mangin, M. M. (2005). Distributed leadership and the culture of schools: Teacher leaders' strategies for gaining access to classrooms. Journal of School Leadership, 15(4), 456-484.

Firestone, W. A., Mangin, M. M., Martinez, M. C., & Polovsky, T. (2005). Content and coherence in district professional development: Three case studies. Educational Administration Quarterly, 41, 413-448.

Book Chapters

Mangin, M. M. (2008). The influence of organizational design on instructional teacher leadership. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.

Mangin, M. M. & Stoelinga, S. R. (2008). Teacher leadership: What it is and why it matters. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.

Stoelinga, S. R. & Mangin, M. M. (2008). Drawing conclusions about instructional teacher leadership. In M. M. Mangin & S. R. Stoelinga (Eds.), Effective Teacher Leadership: Using Research to Inform and Reform. Teachers College Press.

Mangin, M. M. (2006). Teacher leadership and instructional improvement: Teachers’ perspectives. In W. Hoy & C. Miskel (Eds.), Contemporary Issues in Educational Policy and School Outcomes (Vol. 5) p 159-192. Greenwich, CT: Information Age Publishing.