Hybrid teacher leaders and the new professional development ecology

The Experiences of Teacher-Assistant Principals in Catholic Elementary Schools: Boundary Spanners and Player Managers

“…Although principals are increasingly turning to teachers and teacher leaders for assistance in quasi-administrative roles ( Johnson & Donaldson, 2011;Margolis, 2012), the literature on these positions is scant-and even less is known about teachers who take on concurrent titles in administration. To expand the discourse on these positions, the phenomenological study here explored the perspectives of those who serve as teacher-APs.…”

“…School administrators looking to avoid the same fate as those described in Murdoch's study have increasingly begun enlisting the help of teachers, particularly in the implementation of instructional reform policies (Margolis, 2012). Scholars in the field of teacher leadership classify teachers in such positions as "quasi-administrators" ( Johnson & Donaldson, 2011).…”

“…Scholars in the field of teacher leadership classify teachers in such positions as "quasi-administrators" ( Johnson & Donaldson, 2011). Although quasi-administrators have been found to provide a substantial service to their principals, they are more often associated in the literature with a host of challenges, including ambiguity (Margolis, 2012), burnout (Perez & Dagen, 2011), conflict with other faculty members (Finco, 2011), and feelings of powerlessness (Shearer & Vogt, 2004). The study of quasi-administrators, however, remains at the periphery of teacher leadership inquiry, and few if any investigations have centered exclusively on this position, despite its prevalence in schools.…”

“…In response to the challenges of today's educational context, principals and school district officials are turning to teachers and teacher leaders to help ease their administrative burden (Cooper, 1993;Golden, 1997;Kealey, 1999), both in the implementation of instructional reforms (Margolis, 2012), and in efforts to recruit and train future administrators (Browne-Ferrigno & Muth, 2004). In some of these cases, teachers are asked to take on "quasi-administrative" positions in which they assume administrative responsibilities while retaining their other duties in classroom instruction or instructional leadership ( Johnson & Donaldson, 2011;Margolis, 2012).…”

“…In some of these cases, teachers are asked to take on "quasi-administrative" positions in which they assume administrative responsibilities while retaining their other duties in classroom instruction or instructional leadership ( Johnson & Donaldson, 2011;Margolis, 2012).…”