Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program

2011 ◽  
Vol 27 (8) ◽  
pp. 1213-1222 ◽  
Author(s):  
Dorene Ross ◽  
Alyson Adams ◽  
Elizabeth Bondy ◽  
Nancy Dana ◽  
Stephanie Dodman ◽  
...  
Keyword(s):  
Teacher Leadership ◽  
Teacher Leaders ◽  
Leadership Program ◽  
The Impact

scholarly journals Improved Professional Development Through Teacher Leadership

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Wesley D. Hickey ◽  
Sandra Harris
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Exemplary Teachers ◽  
Development Model ◽  
Faculty Effectiveness ◽  
Professional Development Model ◽  
Teaching Faculty ◽  
The Impact

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.  

scholarly journals The Emergence of Teacher Leadership in TESOL: An Exploratory Study of English Language Teachers as Teacher Leaders in the Saudi EFL Context

2019 ◽  
Vol 5 (1) ◽  
pp. 136-156
Author(s):  
Sayyed Rashid Ali Shah
Keyword(s):  
Teacher Leadership ◽  
Leadership Practices ◽  
English Language ◽  
Teacher Leaders ◽  
Educational Institution ◽  
Hierarchical Structures ◽  
Efl Context ◽  
Efl Teacher ◽  
Wide Range ◽  
The Impact

As part of a larger qualitative case study, this article explores the notion of teacher leadership in English as a Foreign Language (EFL) context and a higher educational institution in Saudi Arabia. Twelve EFL teacher leaders were interviewed to understand their perceptions of teacher leadership practices in the EFL context. Qualitative data were collected through semi-structured interviews and opened-ended questionnaires, and analysed using NVivo10. Data analysis led to 18 main categories and four overarching themes; however, four major categories and one key theme are part of this article that represent the EFL teacher-leaders’ perceptions of their leadership practices and roles at the English Language Institute (ELI). The findings reveal that teacher leadership is a novel concept at the ELI and teacher leaders operate in hierarchical leadership structures. However, their wide range of leadership roles, both instructional and operational match with the three historical waves of teacher leadership (Silva, Gimbert & Nolan, 2000) in the US context. The impact of hierarchical structures on teacher leadership practices is evidently found as EFL teacher leaders encounter various difficulties, such as heavy administrative workload and lack of autonomy. Nevertheless, their shared leadership practices within the groups help them deal with these challenges.

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

scholarly journals Challenging Whiteness at Claremont High School

2021 ◽  
pp. 155545892199320
Author(s):  
Terri Nicol Watson ◽  
Angel Miles Nash
Keyword(s):  
High School ◽  
Teacher Leaders ◽  
Dress Code ◽  
School Policies ◽  
Academic Scholarship ◽  
Honor Roll ◽  
The Impact

Ebony Wright was slated to graduate from Claremont High School in the spring. She was on the honor roll, captain of the girls’ varsity softball and swim teams, and recently awarded an academic scholarship to attend a highly ranked university in the fall. Ebony was a “model” student. How she found herself sitting in the principal’s office several weeks before graduation was a shock to everyone. This case study challenges the function of whiteness in school policies. Aspiring school and teacher leaders are provided with the opportunity to consider the impact of a seemingly race-neutral school dress code policy.

scholarly journals Empowerment through a teacher leadership academy

2018 ◽  
Vol 11 (2) ◽  
pp. 192-206 ◽  
Author(s):  
Jeremy D. Visone
Keyword(s):  
School District ◽  
Teacher Leadership ◽  
Design Methodology ◽  
Qualitative Data ◽  
Teacher Leaders ◽  
Leadership Capacity ◽  
Control Group ◽  
Leadership Academy ◽  
Content Type ◽  
Suburban School District

Purpose The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities. Design/methodology/approach TLA participants (n=11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n=12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders. Findings Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity. Research limitations/implications Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors). Originality/value The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.

scholarly journals Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions

2018 ◽  
Vol 1 (3) ◽  
pp. 44-63
Author(s):  
Sylvia Bagley ◽  
Kimmie Tang
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Teacher Leaders ◽  
Phenomenological Study ◽  
Special Education Teacher ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Roles And Responsibilities ◽  
Diverse Field

Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.

scholarly journals The impact of a supportive leadership program in a policing organisation from the participants' perspective

Work ◽  
2009 ◽  
Vol 32 (1) ◽  
pp. 69-79 ◽  
Author(s):  
Juanita Muller ◽  
Rowena Maclean ◽  
Herbert Biggs
Keyword(s):  
Leadership Program ◽  
Supportive Leadership ◽  
The Impact

Leadership Training in Medicine—12 Years of Experience From the Feagin Leadership Program

2021 ◽  
Author(s):  
Brent Nosé ◽  
Eric Sankey ◽  
Dimitrios Moris ◽  
Joe Doty ◽  
Dean Taylor
Keyword(s):  
Personal Growth ◽  
Leadership Education ◽  
Medical Community ◽  
Leadership Positions ◽  
Leadership Program ◽  
Medical Trainees ◽  
Surgical Trainees ◽  
Duke University ◽  
The University ◽  
The Impact

ABSTRACT Introduction Increasingly, physicians find themselves in demanding leadership positions. However, leadership education for medical trainees remains lacking with most physicians reporting that they are ill-equipped to tackle the challenges of leadership. Here, we set out to describe the Feagin Leadership Program (FLP) and assess its reception and impact on trainees over the past 12 years. Materials and Methods During the 1-year FLP, selected scholars from Duke University, Wake Forest University, and the University of North Carolina participate in five leadership sessions, individual coaching, a leadership forum, and a multidisciplinary team–based capstone project. A 28-question survey with six optional free-response questions was distributed to the Feagin Alumni Network, and descriptive statistics were assessed. Results Since its founding, 212 scholars have graduated from the FLP and 117 (55%) alumni have gone on to surgical specialties. A survey was distributed among all Feagin alumni. A total of 56 (26%) surveys were completed. Forty-three percent (n = 24) had held at least one leadership position since completing the FLP. When asked about the impact of their experience, 96% (n = 54) said that the program encouraged them to pursue a position of leadership within their field, 95% (n = 53) stated that it prepared them for such a position, and 93% (n = 52) stated that the program positively influenced their decision to be involved with current or future positions of leadership. Conclusions Over the last 12 years, the FLP has demonstrated a high perceived impact on personal growth, leadership proficiency, and the decision to pursue leadership positions in medicine. The current dearth of leadership education for surgical trainees can best be addressed with models such as the FLP, with adoption benefiting medical trainees, the medical community, and patients they serve.

Teacher Leadership in Special Education

2021 ◽  
pp. 135-174
Author(s):  
Annie Nguyen Tran
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Professional Growth ◽  
School Administrators ◽  
School Staff ◽  
Leadership Positions ◽  
Roles And Responsibilities ◽  
K 12 ◽  
The Impact

This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.

Teacher Leadership

2017 ◽  
pp. 256-274
Author(s):  
Gina Pepin
Keyword(s):  
Teacher Leadership ◽  
Teacher Leaders ◽  
Transformational Change ◽  
Leadership Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Literacy Leadership ◽  
Roles And Responsibilities ◽  
Leadership Models ◽  
Workplace Resistance

This chapter focuses on teachers as literacy leaders in P-12 urban and suburban schools. A review of research highlights teacher leadership implementation, organizational approaches, and current leadership models and standards. Chapter components outline the evolution of traditional and nontraditional roles and responsibilities for teacher leaders, teacher leadership qualities, teacher leadership models and theories, and teacher leadership preparation programs. Secondly, teacher leadership workplace resistance and weaknesses in current teacher preparation programs are discussed. Thus, this chapter provides recommendations for teacher leaders and teacher leadership preparation programs facing challenges associated with distributed leadership and transformational change. Finally, this chapter focuses on literacy leadership as a catalyst for improving practices and driving school-wide reform at the P-12 level.

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