Growing the leadership talent pool: perceptions of heads, middle leaders and classroom teachers about professional development and leadership succession planning within their own schools

Rhodes, Christopher; Brundrett, Mark

doi:10.1080/19415250902987122

Cited by 31 publications

(28 citation statements)

References 29 publications

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“…Research supports the notion that school leaders (Moller andPankake 2006, Rhodes andBundrett 2009) and school culture (Danielson 2006, Camburn 2010 can encourage or discourage teacher leadership. Even so, teachers themselves can positively influence professional relationships and school culture, especially through collaboration with other teachers (York- Barr andDuke 2004, Donaldson 2007).…”

Section: Serving Beyond the Classroommentioning

confidence: 73%

“…Research also shows that effective professional development for teachers is instructionally focused (Porter et al 2003), directly related to teachers' responsibilities, needs and concerns (Guskey 1995, Flores 2005, Tate 2009), connected to school-wide or district-wide initiatives (Quick et al 2009) and ongoing over several months' time (Quick et al 2009, Rhodes andBundrett 2009). In addition, effective professional development for teachers is collaborative (Manno andFirestone 2008, Quick et al 2009).…”

Section: Discussionmentioning

confidence: 99%

“…For example, most teachers are motivated to pursue what is best for students (Moller andPankake 2006, Lieberman andFriedrich 2007), so they are more likely to accept leadership roles and responsibilities when they see potential student benefits (Lattimer 2007). Moreover, school norms of trust, teamwork, innovation and risk-taking encourage teacher leadership (Danielson 2006, Lieberman and Pointer Mace 2009, Rhodes and Bundrett 2009) because they provide an environment that supports selfefficacy. Perhaps most importantly, when school leaders actively encourage and support teachers toward new leadership roles and responsibilities, teachers are more likely to emerge as leaders (Danielson 2006, Moller and Pankake 2006, Rhodes and Bundrett 2009.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, school norms of trust, teamwork, innovation and risk-taking encourage teacher leadership (Danielson 2006, Lieberman and Pointer Mace 2009, Rhodes and Bundrett 2009) because they provide an environment that supports selfefficacy. Perhaps most importantly, when school leaders actively encourage and support teachers toward new leadership roles and responsibilities, teachers are more likely to emerge as leaders (Danielson 2006, Moller and Pankake 2006, Rhodes and Bundrett 2009. Teacher self-efficacy flourishes when teachers experience intrinsic motivation, supportive school norms and administrator encouragement simultaneously.…”

Section: Discussionmentioning

confidence: 99%

“…In school cultures of collaboration and continuous learning, teachers engage regularly in process-oriented tasks that provide opportunities to think about, discuss and address authentic instructional and organizational problems (Lattimer 2007, Rhodes andBundrett 2009). Lieberman and Pointer Mace explain: 'People learn by participating in a community, by articulating their practice to others; and by supporting the conditions that keep people open, learning and celebrating their successes ' (2009, p. 462).…”

Section: Professional Development In Education 283mentioning

confidence: 99%

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Professional development and job-embedded collaboration: how teachers learn to exercise leadership

Hunzicker

2012

Professional Development in Education

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Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked in the Midwestern region of the United States participated in the study. Data collection included written self-reflections, questionnaire responses and a participant focus group. Teachers in the study learned to exercise leadership gradually, over time as they accumulated professional experience. Findings of the study revealed three factors that developed teacher leadership: exposure to research-based practices, increased teacher selfefficacy, and serving beyond the classroom. Professional development designed to improve teaching practice, paired with job-embedded collaboration, supported teachers' progress toward leadership. Contrary to the findings of similar studies, leadership-focused professional development provided only peripheral support. Taking this research into account, the study concludes that professional development designed to improve teaching practice and build leadership skills, paired with job-embedded collaboration, supports teachers toward leadership gradually, over time, as they accumulate professional experience and increase self-efficacy.

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Section: Serving Beyond the Classroommentioning

confidence: 73%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Professional Development In Education 283mentioning

confidence: 99%

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Professional development and job-embedded collaboration: how teachers learn to exercise leadership

Hunzicker

2012

Professional Development in Education

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Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales

Connolly

Milton

Davies

et al. 2018

British Educational Res J

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This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post-2011 has restricted HTs' professional agency and re-orientated the head teacher role towards organisational professionalism. Drawing on semi-structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.

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Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility

Sims¹

2019

British Educational Res J

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Teacher shortages are a recurring problem in publicly funded schools, in part because of poor retention. Working conditions in schools are an important predictor of teacher job satisfaction and retention, yet research has so far made limited headway in identifying the specific aspects of the working environment which matter. This research uses representative data on state secondary school teachers in England in 2013 to derive an unusually rich set of working conditions variables. Regression analysis is used to model the relationships between working conditions, teacher job satisfaction and turnover intentions. The results show strong associations with the nature of school leadership, whether teachers have received training in the specific subjects they are assigned to teach and scope for career progression within the school. These results are robust to checks for common source bias. The study identifies ways in which schools can improve retention.

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Growing the leadership talent pool: perceptions of heads, middle leaders and classroom teachers about professional development and leadership succession planning within their own schools

Cited by 31 publications

References 29 publications

Professional development and job-embedded collaboration: how teachers learn to exercise leadership

Professional development and job-embedded collaboration: how teachers learn to exercise leadership

Turning heads: The impact of political reform on the professional role, identity and recruitment of head teachers in Wales

Modelling the relationships between teacher working conditions, job satisfaction and workplace mobility

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