Teacher Leadership in the Context of Whole School Reform

Abstract

This article presents findings from a qualitative case study that examined the role of teacher leaders amid whole school reform. Findings suggest that leadership is ambiguous: a contested notion between principal and teacher(s) and among teachers as well. This ambiguity was manifest on the conceptual and operational levels and significantly affected the ways teachers operated as leaders. The article also describes the role and implications of whole school reform as a mediating factor in teachers' work as leaders.

The Theoretical and Empirical Basis of Teacher Leadership

“…Similarly, Muijs and Harris (2006) believed teacher leadership to be key to school improvement because “it was seen to harness teacher creativity and devolve work and responsibility from the head [principal]” (p. 965). Although this theme of teacher leadership contributing to school improvement was not widespread, there were a few pieces of literature that hinted at teacher leadership’s improving or changing the culture of the school for the better (e.g., Beachum & Dentith, 2004; Brooks et al, 2004). Certainly it is reasonable to believe that increased feelings of empowerment and confidence as well as improved PD for teachers would contribute greatly to improving teaching and learning within a school.…”

“…Schools that were resistant to change overall had problems accepting teacher leadership (Durias, 2010). Similarly, schools that seemed to lack a unified vision also inhibited teacher leadership (Brooks et al, 2004). Additionally, schools and faculty who were used to hierarchical structures typically found in schools resisted leadership coming from those who were not the principal (Chew & Andrews, 2010; Friedman, 2011; Muijs & Harris, 2006).…”

“…As a teacher leader, it's important to view new responsibilities as opportunities, but at the same time, too many responsibilities can become overwhelming. (Baecher, 2012, p. 323) Similarly, teacher leaders in Brooks, Scribner, and Eferakorho's (2004) study often felt that teacher leadership was "a source of frustration that pried them from the essential, instructional tasks of their profession" (p. 253). Finally, Margolis and Huggins (2012) pointed to the often ill-defined roles of teacher leaders as being largely responsible for the "misuse, underuse, and inefficient use" of teacher leaders within a school (p. 968).…”

Understanding successful principal leadership: progress on a broken front

“…This neglect is surprising since a great deal of the educational leadership literature claims that the context in which leaders work is of enormous importance in determining what they do. But such claims typically have prompted research about leadership in one context at time -for example, whole school reform (Brooks et al, 2004), technology (Anderson and Dexter, 2005), minority student populations (Riehl, 2002), and social justice.…”

From preservice leaders to advocacy leaders: exploring intersections in standards for advocacy in educational leadership and school counselling

“…Educational leadership programmes can foster advocacy in the field by looking to how school counselling standards conceptualize advocacy, make it a core component in counsellor training and connect it to specific skills and knowledges school counsellors are thought to need to be better advocates in schools. Educational leaders have identified tools to help reveal inequities and social injustice (Brooks, Scribner, & Eferakorho, 2004). Some of these tools include conducting equity audits of student achievement data (Skrla, Scheurich, Garcia, & Nolly, 2004).…”