Utilizing Teacher Leadership as a Catalyst for Change in Schools

Abstract

School leaders are constantly trying to find alternative ways to leverage and explore teacher leadership potential in their school building(s). Teachers leaders that are willing to go above and beyond their general duties. Teacher leaders are the type of educators that fall under the motif of potentially taking on additive responsibilities that will help to improve the school community. This paper looks at ways to leverage relationships between teacher leaders and school leaders in order to get maximum output from school staff. By infusing shared leadership in the school community, responsibility and accountability becomes a shared belief, that can be utilized as a catalyst for change in the school community.

Teacher Leadership Practices That Foster Efficacy and Equity in Schools

“…(York-Barr & Duke, 2004, p. 258) This statement was informed by the works of Barth (2001) and others who claimed that leadership interactions among teachers can break down teacher isolation and lead to instructional improvements. Furthermore, it was supported by Mangin and Stoelinga (2008), who argued that teachers are uniquely positioned to promote change due to their in-depth knowledge of teaching and learning practices; by Muijs and Harris (2003), who posited that teacher leaders can influence change through teacher collaboration and professional learning; and by Ankrum (2016), who stated that teachers can be powerful leaders in schools by facilitating learning among their peers. Given disconcerting gaps in student achievement across the globe, intense pressure for schools to improve, and demands placed on school principals, it is not surprising that approaches to involve more teachers in leadership roles are gaining traction (Goodwin et al, 2013;Ryan, 1999).…”

“…The researcher gathered this information to better understand the study population, specifically to determine average teaching experience, time spent collaborating with others, and who identified as a formal or informal teacher leader. The researcher deemed this information pertinent because teacher leadership is practiced formally and informally (Danielson, 2007;Katzenmeyer & Moller, 2009;York-Barr & Duke, 2004), impacts student learning and teacher practice through collaboration (Ankrum, 2016;Muijs & Harris, 2003;Supovitz et al, 2010;York-Barr & Duke, 2004), and is often associated with teaching experience (Fairman & Mackenzie, 2012;York-Barr & Duke, 2004). Furthermore, collective teacher efficacy beliefs positively correlate with experience (Bandura, 1997;R.…”

Teacher Leadership Perceptions in Turkish Culture: A Qualitative Analysis

“…Upon closer reading of the studies conducted on teacher leadership, the researchers are typically directed to teacher leaders' traits and behaviours (Ado, 2016;Brosky, 2001;Bryant, 2017;Cherkowski & Schnellert, 2017;Clayton, 2014;Clayton, Kilbane & McCarthy, 2017;Cozensa, 2015;Cekuc, 2008;Fairman & Mackenzie, 2014;Frost & Durrant, 2003;Katzenmeyer & Moller, 2001;Kaya, 2016;Khan & Malik, 2013;Lambert, 2003;Lumpkin, Claxton, & Wilson, 2014;York-Barr & Duke, 2004), teacher leadership roles (Al Suwaidi & Schoepp, 2015;Evans, 1996;Fullan & Hargreaves, 1996;Ghamrawi, 2013;Katzenmeyer & Moller, 2001;Kelly, 2011;Little, 2003;Smylie & Denny, 1990), administrators' roles in teacher leadership (Accardi, 2016;Can, 2010;DeMatthews, 2014;Kolukcu, 2011;Savas, 2016, Smith, 2014, factors affecting teacher leadership (Aslan, 2011;Gonzales, 2001;Kilinc, Cemaloglu ve Savas, 2015;Silva, Gimbert & Nolan, 2000;Smylie & Denny, 1990), teacher leaders in school improvement and change (Ankrum, 2016;Fairman & Mackenzie, 2015;Frost, 2012;Hook, 2006;Muijs & Harris, ...…”

Teachers as leaders : empowering teachers to lead instructional change

“…The sentiments articulated by the participants of this study echo those of educational researchers who note that teacher leaders are those individuals and teachers who take initiative with their peers, mobilize people for common goals, monitor the progress of themselves and others, act as a liaison between faculty and administration and share their knowledge and pedagogical skills with others (Danielson, 2006;Killion & Harrison, 2006). Ankrum (2016) adds that teacher leadership is a term that encompasses individual development, collaboration and organizational development. Throughout this study, participants emphasized the power that teachers have to influence their colleagues in the improvement of teaching and learning practices.…”

“…Throughout the interviews, the participants continually shared the position that teachers have expertise on a multitude of topics and when they feel competent and confident in a particular topic or new piece of learning, they are likely to take the lead and share with others. Ankrum (2016) emphasized that teacher leaders have backgrounds of accomplished teachers, leading to a shared sense of expertise and credibility. This notion of competency was continually mentioned as vital to the effectiveness of teacher leaders.…”