The Theoretical and Empirical Basis of Teacher Leadership

2016 ◽  
Vol 87 (1) ◽  
pp. 134-171 ◽  
Author(s):  
Julianne A. Wenner ◽  
Todd Campbell
Keyword(s):  
Social Justice ◽  
Teacher Leadership ◽  
Professional Learning ◽  
Teacher Leaders ◽  
Policy Decision ◽  
School Structures ◽  
Equity Issues ◽  
Current Review ◽  
Policy Decision Making ◽  
Leadership Research

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 examines issues of social justice and equity.

The Semiformality of Teacher Leadership on the Edge of Chaos

2020 ◽  
Vol 90 (3) ◽  
pp. 397-418 ◽  
Author(s):  
JASON MARGOLIS
Keyword(s):  
Teacher Leadership ◽  
Complexity Theory ◽  
Professional Learning ◽  
Teacher Leaders ◽  
School Leaders ◽  
School Systems ◽  
School Teachers ◽  
Research And Practice ◽  
Edge Of Chaos ◽  
Systemic Learning

In this article, Jason Margolis draws from complexity theory to explore the twenty-year negotiation between formal and informal teacher leadership in research and practice, making the case that there has been a drift toward a conception of semiformal teacher leadership in the field. Through both theory and examples, he illustrates how semiformal teacher leadership has the potential to afford school systems and educators both information and processors of information they likely would not otherwise have. Teacher leaders, in roles that are neither inflexible or ill-defined, can carve out intentional spaces on the edge of chaos to promote professional learning and communication in ways that solely school teachers or solely school leaders may not. In these spaces, productive complexity, agency, and systemic learning can coevolve.

Leading as boundary crossing: How teacher leaders lead across a professional learning network in Shanghai China

2021 ◽  
pp. 174114322110553
Author(s):  
Yan Zeng ◽  
Leslie NK Lo
Keyword(s):  
Teacher Leadership ◽  
Professional Learning ◽  
Teacher Leaders ◽  
Boundary Crossing ◽  
Leadership Strategies ◽  
Learning Program ◽  
Leadership Practice ◽  
Leader Identity ◽  
Learning Network ◽  
Professional Learning Network

This paper explores how teacher leaders enact leadership practice across a regional learning network, Master Teacher Studios, an officially initiated teacher learning program in Shanghai. It investigates the leadership strategies that are employed for cross-boundary endeavors in the network. The concepts of boundary and boundary crossing, as expounded by Wenger and others, are used to guide an examination of the process of teacher leadership enactment across a network, which is elucidated as interpreting the boundaries, selecting/designing boundary objects, and participating in communities of practice. The paper fosters an understanding of teacher leadership practice as boundary work in a network context, and delineates a process of teacher leadership enactment, as well as the importance of teacher leader identity in the process.

scholarly journals Expanding the role of teacher leaders: Professional learning for policy advocacy

2020 ◽  
Vol 28 ◽  
pp. 68
Author(s):  
Mary Lynne Derrington ◽  
Lezli S. Anderson
Keyword(s):  
Teacher Leadership ◽  
Professional Learning ◽  
State Policy ◽  
Policy Development ◽  
Teacher Leaders ◽  
School Teacher ◽  
Leadership Skills ◽  
Policy Formulation ◽  
Teacher Participation ◽  
Policy Advocacy

Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy’s classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive themselves as strong policy advocates with local stakeholders but believe they face barriers to influencing state policy leaders. The findings suggest that (1) barriers to policy advocacy must be examined and removed so that teachers can expand their expertise beyond the classroom and that (2) professional learning opportunities can develop teacher leadership skills for influencing policy formulation and adoption resulting in benefits for students.

scholarly journals Developing agents of change : a case study on preservice teacher leaders' conceptualizations of social justice teacher leadership

2015 ◽  
Author(s):  
◽  
Urme Nazneen Ali
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Critical Pedagogy ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
School Administrators ◽  
Future Research ◽  
New Model ◽  
Study Results

The purpose of this study was to investigate how a set of preservice teachers who have been identified as leaders in their teacher education programs conceptualize social justice teacher leadership. A collective, qualitative case study design using five preservice teachers as individual cases was used to address this study's purpose and a social justice teacher leadership conceptual framework was developed and used in data analysis. Two interviews were conducted with each case participant and resulting data were analyzed using the framework. Research findings support potential theoretical expansions of critical pedagogy, transformative learning, and the nature of taking action as a social justice teacher leader. Findings further suggest scholarship and practice should consider how democratic learning environments and servant leadership are addressed in teacher and leadership education. Reflexive practice following the completion of this project encouraged the conceptualization of an Evolved Social Justice Teacher Leadership Model. This new model points to research opportunities extending from this study. Results of this study deliver a call to action involving those who currently hold power for reform in teacher and leadership preparation and PK12 schooling contexts. School administrators must empower teachers as leaders in social justice through professional development and deliberately recruit teachers with capacities for social justice teacher leadership and from programs with such orientations. Preparation program administrators must reform their course curriculum to include the empowerment of future and inservice teacher leaders, with leadership programs holding unique responsibilities in such work. Further, future research should be longitudinal in nature, aim to develop the social justice teacher leadership framework and its new model, and investigate relationships between school administrators and social justice teacher leaders.

Modeling Foreign Policy Decision Making

1970 ◽  
Vol 15 (2) ◽  
pp. 136, 138
Author(s):  
RICHARD L. MERRITT
Keyword(s):  
Decision Making ◽  
Foreign Policy ◽  
Policy Decision ◽  
Policy Decision Making

A CAS Approach to Public Policy Decision Making

1998 ◽  
Author(s):  
Glenda H. Eoyang ◽  
Lois Yellowthunder ◽  
Vic Ward
Keyword(s):  
Public Policy ◽  
Decision Making ◽  
Policy Decision ◽  
Policy Decision Making

Three Looks at German Foreign Policy before September 11: A Landscape Shifts

2002 ◽  
Vol 20 (4) ◽  
pp. 73-81
Author(s):  
Karen Donfried
Keyword(s):  
New York ◽  
Foreign Policy ◽  
Policy Decision ◽  
The Political ◽  
German Foreign Policy ◽  
State University ◽  
European Monetary ◽  
Monetary Cooperation ◽  
Policy Decision Making ◽  
The Eu

Wolf-Dieter Eberwein and Karl Kaiser, Germany’s New Foreign Policy: Decision-Making in an Independent World (Hampshire: Palgrave, 2001)Adrian Hyde-Price, Germany & European Order: Enlarging NATO and the EU (Manchester: Manchester University Press, 2000)Matthias Kaelberer, Money and Power in Europe: The Political Economy of European Monetary Cooperation (Albany: State University of New York Press, 2001)

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