Teacher leadership: toward a new conceptual framework (original) (raw)

Defining Teacher Leadership: Affirming the Teacher Leader Model Standards

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...

The Theoretical and Empirical Basis of Teacher Leadership

Review of Educational Research, 2016

In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research exa...

Surveying the Field of Teacher Leadership: Looking Back

International Journal of Teacher Leadership, 2018

This special issue started as a conversation about what has occurred in teacher leadership since York-Barr and Duke’s (2004) seminal review. We aimed to explore what has been happening, and to identify promising avenues for “what’s next” for teacher leader research and practice. We knew we wanted the special issue to be both a reflection on where we have been and the work that we have done as a community of scholars, as well as a look forward to developing teacher leader roles and responsibilities, ways of being and acting, and potential models for future collaboration among researchers and practitioners. We believe that the articles in this special issue addressing the theme, "Re-visioning teacher leadership for the 21st Century: What's next?" provide engaging insights that will help move forward this question.

Issues and Challenges in Teacher Leadership

Malaysian Journal of Social Sciences and Humanities (MJSSH)

Teacher leadership significantly promotes development and efficiency at schools. However, the practice of teacher leadership is slammed with challenges that impact its progression and effective implementation in schools. Therefore, the present study focused on the key terms, problems, and obstacles of teacher leadership based on domestic and international works of literature on teacher leadership practices. The study discussed the notion of teacher leadership before it addressed the challenges in the practice. Hence, the present paper helped school leaders to establish teacher leadership tasks in schools and help researchers to carry out more studies on teacher leadership.

Teacher Leadership: An Assessment Framework for an Emerging Area of Professional Practice

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.

Teacher Leadership: Concept and Framework

International Journal of Academic Research in Progressive Education and Development, 2020

Teacher leadership has been widely discussed in terms of its definition, concept, frameworks, and models. Generally, teacher leadership encompasses the concept of power and influence. This paper has focused on four teacher leadership frameworks and models from Katzenmeyer and Moller (2001 & 2009), York-Barr and Duke (2004), Muijs and Harris (2003), and Angelle (2017). A literature review was conducted on teacher leadership definitions and concepts, the frameworks and models were collated, and common aspects were identified. The paper also critically analysed the effectiveness in developing and implementing teacher leadership practices. This paper concludes with further understanding of recognising teachers as leaders throughout the school organisation. This paper aims to provide a reference for school leaders to adapt teacher leadership that is suitable for the schools’ context and capacity.

Sliding the Doors: Locking and Unlocking Possibilities for Teacher Leadership

Teachers College Record, 2000

This case study describes the experience of three teacher leaders who attempt to lead from within their classroom. Interview and biographical data were collected and analyzed both within case and across cases. The cases individually describe the experiences of teacher leaders and the cases collectively help us define the components of teacher leadership along with the barriers and facilitators that teacher leaders face. The results of these analyses identify the following assertions: teacher leaders navigate the structures of schools, teacher leaders nurture relationships, teacher leaders model professional growth, teacher leaders help others with change, and teacher leaders challenge the status quo by raising children's voices. These assertions suggest the need for rethinking organizational structures that inhibit as well as facilitate teacher leadership from within the classroom.

Teachers as leaders – An exploratory framework

1997

Based on a study of the leadership approaches of highly successful teachers and paraprofessionals who work in socioeconomically disadvantaged school communities, presents a preliminary framework for teacher leadership, in which aspects of transformational and educative approaches to leadership are evident with strategic approaches less so. Concludes that the work of highly successful teachers is not sufficiently recognized in the development of most theories of educational leadership. This may be particularly the case with theories that originate in corporate and managerial systems, raising serious doubts about the potential of much existing theory to meet the needs of the education profession in emerging educational contexts.