Executive Leadership Graduate Co-Authors New Guide on Leading Teacher Clarity
February 13, 2026
In K–12 education, few practices are as essential — and as challenging to implement systemwide — as teacher clarity. While many schools strive to strengthen clarity in teaching and learning, leaders often find themselves without a roadmap for how to guide, sustain, and scale the work. A new book co-authored by Dr. Gina DiTullio, principal of School 46 and graduate of the doctorate in executive leadership program, aims to change that.
Co-written with Dr. Douglas Fisher, Dr. Nancy Frey, and Dr. Dominique Smith, the book offers a comprehensive framework for principals, instructional coaches, and district leaders who want to build a culture where clarity is not a temporary initiative, but a foundational expectation across classrooms. Designed as a companion to The Teacher Clarity Playbook, this new guide helps leaders understand what clarity looks like in practice, why it matters, and how to support teachers in making it a lived reality.
For DiTullio, the project was both professionally meaningful and deeply collaborative. As a co-author, she developed the original concept and outline, drafted the first full manuscript, and worked closely with Fisher and Frey, two widely respected authors in the field, to refine the book’s structure and voice.
“Once we got the green light for the book, Doug asked how soon I could start writing, and I began drafting that same day. From there, the process was incredibly collaborative. Doug and Nancy made suggestions, added to my draft, and ensured that all my ideas were included. Even though they are both very successful authors, they treated me as an equal throughout the entire process,” said DiTullio.
Later in the writing journey, Smith joined the team to bring a high school perspective, rounding out the book’s applicability across grade levels.
What makes this book especially significant is the gap it fills. Until now, teacher clarity resources have been written primarily for teachers, leaving leaders to interpret how to guide the work on their own. DiTullio hopes this book will change that.
“This is the book I wish I had when I started the Teacher Clarity work at my school. I hope it gives leaders the confidence and tools to implement clarity school-wide, and to understand the organizational thinking required to make the work stick,” she said.
Her experience in the executive leadership program at Fisher played a meaningful role in shaping her approach to the project. The dissertation process, especially the emphasis on identifying gaps in the literature, provided a method she continues to apply to her professional writing.
“The program helped me refine my writing and think critically about what was missing in the field. This book represents a gap I wanted to fill. I was honored to receive the Exemplary Performance in Scholarship Award, and I continue to feel grateful for the mentorship of my chair, Dr. Marie Cianca. She was one of the first people I contacted when I learned the book had been accepted,” added DiTullio.
Today, DiTullio’s book stands as both a practical guide for educational leaders and a testament to the power of collaborative scholarship, reflecting the spirit of the program — leadership grounded in clarity, courage, and a commitment to improving systems for the people who work and learn within them.