Teacher Education-Leadership and Professional Development

2010

Abstract This paper examines various definitions and frameworks that have been used to justify the emergence of a new category for the teacher professional: teacher leader. The emergence of this new professional category may lead to greater retention levels, and improved knowledge management and transfer within the teaching profession. Various key dimensions of this profession are examined, allowing us to highlight some key personal skills that would appear requisite for the teacher leader.

Teaching and Teacher Education, 2011

Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform.►Classroom teachers implement educational reform through formal leadership roles; ►Teacher-leaders are a credible source of professional development to their peers; ►Formal leadership roles reinvigorate the careers of experienced teachers; ►Career pathways for classroom teachers should build on pre-existing strengths

1990

Effective leadership techniques are needed by professional teachers both in the classroom and in interactions with other professionals. Issues related to appropriate leadership styles and leadership training are discussed and include: (1) leadership styles; (2) characteristics of a leader; (3) how leadership characteristics are developed; (4) what followers want from their leaders; (5) myths about leaders; (6) the role of stress; and (7) ways to select an appropriate leadership style for a specific situation. Selected instruments (not included) were administered concerning the following: (1) identifying what good leadership is; (2) identifying one's leadership characteristics; (3) identifying one's specific leadership situation; (4) identifying one's stress level and how this influences one's leadership abilities; (5) how to select a specific situational leadership style; and (6) improvement checklists. A review of the research yielded the following list of leadership qualities:

The Elementary School Journal, 1995

Over the past 20 years, a host of formalized teacher leadership programs have emerged in response to numerous calls for the re-culturing (Fullan, 2001) and re-professionalization (Hargreaves, 2000) of teaching. That being said, very little research has explored the manner in which such programs have facilitated real change in the leadership capacity of teachers. As such, the purpose of this study was to explore the nature and sustainability of leadership roles experienced by three participants in the Teacher Learning and Leadership Program (TLLP), a one-year program in Ontario, Canada, where teachers ‘take the lead’ in developing context specific professional learning opportunities with the aim of impacting both student and teacher learning. Results indicate that the TLLP provided participants with an avenue for the development and enactment of various teacher leadership opportunities both in and beyond their own school. However, extending that leadership beyond the timeframe of their TLLP projects proved to be a difficult endeavour. Understanding the impact of cultural norms, top-down hierarchies, and historical views of the teacher as implementer on the sustainability of teacher leadership is of particular relevance to planning committees who organize and develop such programs as well as progressive school boards who are genuinely interested in promoting authentic change in school leadership development.

International Online Journal of Educational Leadership, 2018

Issues in Teacher Education, 2015

Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and the professionalization of teachers (Boles & Troen, 1994; Dozier, 2007; Greenlee, 2007; Lieberman, 1987; Smith, 1999). Teachers need to be given opportunities to leave the isolation of their classrooms to collaborate with others in order to build leadership capacity (Dozier, 2007). While there are some teachers who view teacher leadership as formal administrative roles, others view it as any opportunity in which teachers contribute to the decision making process (Donaldson & Johnson, 2007). Whichever way it is defined, it is commonly accepted that teacher leadership capacity is underdeveloped in most schools (Greenlee, 2007). The Institute for Educational Leadership (2001) provided a broad and progressive definition. It suggested that teacher leadership is not necessarily about power, but about teachers extending their presence bey...

Journal of School Leadership

This is a study of emerging teacher leadership in professional development schools. Twelve teachers describe how they reconceptualized leadership as they gained new experiences, confidence, and shifted their identities as teachers by working with colleagues within the school and in the university. These emerging leaders assumed responsibilities for school change and evoked leadership in others. They learned that engaging and persuading people in their schools to move toward change went beyond simply getting the job done. The findings reframe traditional notions of leadership from role and authority dependent to reciprocal, purposeful learning among adults in community. These new conceptions enabled participants to develop approaches whereby power, authority, responsibility, and resources can be redistributed in classrooms, schools, districts, and social organizations. Starting from the dock where you're all tied up, you're moored, you have four lines, and you take one line off at a time, and you wait until the winds are just right and everybody's ready, and you do careful preparation, you do safety procedures.. .. Then you start leaving the snug harbor. .. there is a breakwater area. .. with protection like teacher support groups, your professors, your master teachers and all of that.. .. It takes a little while to get out [and when you do] the wakes from the other boats start arriving from outside the breakwater. The farther you go, the rougher the waters get, and even though you set your course, you're constantly renavigating, de-6

Journal of Cases in Educational Leadership, 2010

Journal of Professional Capital and Community

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