Teacher Leadership: Roles and Values from The Perspectives of School Middle Leaders

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’.

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Teacher Leadership

Advances in Educational Marketing, Administration, and Leadership - Multidimensional Perspectives on Principal Leadership Effectiveness ◽

10.4018/978-1-4666-6591-0.ch012 ◽

2015 ◽

pp. 257-282 ◽

Cited By ~ 2

Author(s):

Servet Özdemir ◽

Ali Çağatay Kılınç

Keyword(s):

School Improvement ◽

Teacher Leadership ◽

School Context ◽

Important Variable ◽

Future Research ◽

Leadership Roles ◽

The Past ◽

Research Areas ◽

Factors Influencing ◽

The Relationship

This chapter focuses on teacher leadership, an important variable in the classroom and school improvement literature. The concept of teacher leadership has attracted increased attention in the past two decades. Teachers are assuming more responsibility for leadership roles and functions within schools. Despite the considerable amount of scholarly effort and time spent on investigating the teacher leadership concept, less is known about how it flourishes in the school context and how it relates to classroom and school improvement. Therefore, this chapter tries to shed some light on the teacher leadership concept and discusses its meaning, teacher leadership roles, factors influencing teacher leadership, the relationship between teacher leadership and classroom and school improvement, and future research areas on teacher leadership. Offering a framework for teacher leadership, this chapter is expected to contribute well to the guidance of further research on teacher leadership.

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The Role of Teacher Leadership for Promoting Professional Development Practices

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch044 ◽

2017 ◽

pp. 958-981

Author(s):

Patricia Dickenson ◽

Judith L. Montgomery

Keyword(s):

Professional Development ◽

Teacher Leadership ◽

Growth And Development ◽

Teacher Leader ◽

Leadership Roles ◽

Development Organization ◽

Pedagogical Choices ◽

The Status ◽

Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

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The Role of Teacher Leadership for Promoting Professional Development Practices

Innovative Professional Development Methods and Strategies for STEM Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9471-2.ch006 ◽

2016 ◽

pp. 91-114 ◽

Cited By ~ 2

Author(s):

Patricia Dickenson ◽

Judith L. Montgomery

Keyword(s):

Professional Development ◽

Teacher Leadership ◽

Growth And Development ◽

Teacher Leader ◽

Leadership Roles ◽

Development Organization ◽

Pedagogical Choices ◽

The Status ◽

Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

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Teaching Gil to Lead

Journal of School Leadership ◽

10.1177/105268460901900302 ◽

2009 ◽

Vol 19 (3) ◽

pp. 266-298 ◽

Cited By ~ 4

Author(s):

Stephen H. Davis ◽

Ronald J. Leon

Keyword(s):

Teacher Leadership ◽

School Leadership ◽

Effective Teachers ◽

School Organization ◽

Boundary Crossing ◽

Leadership Roles ◽

Leadership Skill ◽

Distributed Models ◽

Work Tasks ◽

Education Today

The complexities of public education today require new, distributed models of school leadership in which teachers play a central role. The most effective teachers assume leadership roles as instructors and professional colleagues. In this article, we propose a framework for developing teacher leadership that consists of four intersecting domains: instrumental, intrapersonal, interpersonal, and organizational. These domains are mediated by the principal's beliefs, social context, organizational culture, work tasks, and district philosophy. In our framework, developing teacher leadership begins at the level of individual expertise and progresses outward across the layers of a school organization. Guided by the principal and the development of instructional expertise, a teacher's leadership skill emerges through increased exposures to boundary-crossing experiences within the school organization.

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Ethical Leadership Role and Behaviors of Teachers in the Context of Effective Classroom Management

Revista de Cercetare si Interventie Sociala ◽

10.33788/rcis.73.3 ◽

2021 ◽

Vol 73 ◽

pp. 34-56

Author(s):

Camelia IGNATESCU ◽

Lutfi UREDI ◽

Pelin KOSECE

Keyword(s):

Classroom Management ◽

Teacher Leadership ◽

Ethical Leadership ◽

Role Model ◽

Present Model ◽

Leadership Role ◽

Leadership Roles ◽

Elementary And Secondary Education ◽

Personal Attitudes ◽

The Individual

This research is a qualitative study carried out for determining the views of teachers carrying on their duties in elementary and secondary education institutions towards the effect of ethical leadership behaviours upon classroom management. The data related to the research was collected through the interviews with the teachers who participated into the research in a period from October 2019 to October 2020 in Turkey. It was noticed that definitions of the teachers who participated into the research related to teacher leadership were shaped in accordance with their personal attitudes and traits. The participants mostly defined teacher leadership as being a role model and orienting the students. Namely, the participants considered that teacher leadership in classroom should be there for being a guide for the students and orienting them, and teachers should present model behaviours. The teachers who participated into the research also considered that teacher leadership in the classroom should be ethical. The participants especially emphasized that this leadership should have an ethical property related to mutual role balance, leadership shared with the students in the classroom, democratic attitude and respect to individuals. When teachers’ ways of using their leadership roles in the classroom were analyzed, it was noticed that the teachers mostly presented behaviours for orientation, and focused mostly on student-cantered educational activities. The ethical behaviours participant teachers used mostly in classroom management were concluded to be behaving equally to the students, determining and practicing the classroom rules together, and regarding the individual differences.

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Teacher Leadership as a Teacher Career Path

Advances in Educational Marketing, Administration, and Leadership - Vocational Identity and Career Construction in Education ◽

10.4018/978-1-5225-7772-0.ch012 ◽

2019 ◽

pp. 216-237

Author(s):

Ali Balcı

Keyword(s):

Teacher Leadership ◽

Career Paths ◽

Career Path ◽

Leadership Roles ◽

Leadership Model ◽

Roles And Responsibilities ◽

School Director ◽

Conceptual Study ◽

Teacher Mentor ◽

Teacher Coaching

Teaching is very difficult, but at the same time a very sacred career. Unfortunately, some teachers may change their careers at the beginning or at any stage of their careers. This may be regarded as the waste of human capital when individual and societal costs of the training are considered. But pursuing an unsatisfying career usually means depressive episodes in professional life. For teachers, there are alternative satisfying career paths compatible with their training such as class leadership, master teacher, mentor teacher, teaching specialist, education consultant, teacher coaching, deputy director, student dean, and school director. In addition to these career paths, as studied in this study, teacher leadership has emerged as an alternative career path in recent years. In this conceptual study, definition, reason, and historical development of teacher leadership, model of teacher leadership, roles and responsibilities of teacher leaders, and finally, their preparation are discussed.

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The Role of Teacher Leadership for Promoting Professional Development Practices

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch062 ◽

2016 ◽

pp. 1324-1347

Author(s):

Patricia Dickenson ◽

Judith L. Montgomery

Keyword(s):

Professional Development ◽

Teacher Leadership ◽

Growth And Development ◽

Teacher Leader ◽

Leadership Roles ◽

Development Organization ◽

Pedagogical Choices ◽

The Status ◽

Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

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Teacher leadership: Prospects and promises

Phi Delta Kappan ◽

10.1177/0031721719841339 ◽

2019 ◽

Vol 100 (7) ◽

pp. 49-55 ◽

Cited By ~ 2

Author(s):

Barnett Berry

Keyword(s):

Decision Making ◽

Educational Technology ◽

Public Schools ◽

Teacher Leadership ◽

Digital Media ◽

Teacher Leaders ◽

State Policies ◽

Leadership Roles ◽

Positive Effects ◽

New Models

For many decades, most of the decision-making authority in public schools has been vested in individual principals and other administrators. However, new models of collaborative teacher leadership are beginning to emerge, thanks to four trends: 1) evidence on the positive effects of teacher leadership continues to mount, 2) districts and state policies are codifying teacher leadership roles, 3) teacher leaders are becoming more proficient at using educational technology and sharing their expertise through digital media, and 4) researchers are deepening their knowledge about how teachers learn to lead effectively.

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A qualitative study of teacher leadership in secondary schools in central Missouri

10.32469/10355/66369 ◽

2018 ◽

Author(s):

◽

Julie A. Carter

Keyword(s):

Qualitative Study ◽

Secondary Schools ◽

Teacher Leadership ◽

Teacher Leaders ◽

Distributive Leadership ◽

Leadership Roles

This qualitative study examined teacher leadership with the purpose of gaining knowledge and insight as well as adding to existing research about teacher leaders. Research was conducted in the form of surveys and interviews. Ten principals and their ten selected teacher leaders were interviewed. The researcher discovered characteristics teacher leaders possess, how their respective principals view them as leaders, and how they view themselves as leaders. Several subthemes emerged from the overarching theme of "let's go." Results from the study revealed teachers, when given opportunities for leadership roles, impact the school in many positive ways and this distributive leadership helps alleviate pressure from principals.

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