TEACHER LEADERSHIP

THEORY
Background
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)
Background
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 beyond the classroom by seeking additional
challenges and growth opportunities
Background
Going beyond the classroom by providing input at
meetings, sharing best practices, working with the
community, working with university faculty, and
mentoring teacher candidates are examples of
additional challenges that can foster the development
of leadership (Petrie, 1995).
Definition of TL
Teacher leadership is really a collective effort that
empowers teachers to make positive contributions to
the school community while establishing expectations
for all teachers (Greenlee, 2007).
Danielson (2006) suggested that teacher leadership is
not about formal assigned roles, but emerges informally
by earning it through specific actions. These teacher
leaders possess a set of skills that not only allows them
to be effective in the classroom but also permits them to
exert influence beyond their classroom.
Definition of TL
York-Barr and Duke (2004) put forward that teacher
leadership is a unique form of leadership that borrows from
multiple conceptions of leadership that focus more on
collaboration than on authority vested in one person.
Definitions of teacher leadership have been proposed and
include both formal and informal roles. However, Murphy
(2005) explains the complexity of defining teacher leadership.
Researchers agree that teacher leaders have the capacity to
improve teaching and learning, as well as the school
environment and the profession (Khan & Malik, 2013; Nappi,
2014; UribeFlorez et al., 2014).
Definition of TL
Fullan and Hargreaves define teacher leadership as the
“capacity and commitment to contribute beyond one’s
classroom” (p. 13).
Curtis (2013) offers an expanded definition, noting
that teacher leadership involves, “specific roles and
responsibilities that recognize the talents of the most
effective teachers and deploy them in service of
student learning, adult learning and collaboration,
and school and system improvement” (p. iii).
Definition of TL
A general definition broadly cited and accepted for
teacher leadership is individuals who “lead within and
beyond the classroom; identify with and contribute to
a community of teacher learners and leaders; influence
others toward improved educational practice; and
accept responsibility for achieving the outcomes of
their leadership” (Katzenmeyer & Moller, 2009, p. 6).
Why TL
The rationale for teacher leadership stems in part from
extensive research highlighting the profound impact
effective instruction has on student learning (Taylor, 2008).
Teacher leadership opportunities enable career pathways
(ladders, lattices) for teachers to remain highly engaged in
their practice and extend their influence, especially in high-
needs schools.
 An especially powerful recruitment and retention tool,
teacher leadership opportunities have been shown to
double the percentage of teachers who would choose to
work in a low performing school (TNTP, 2012).
Why TL
Kouzes and Posner (2002) suggested that it is mythical
to believe that leadership is found only at the highest
levels of an organization.
An example of this is when a staff member
independently brings a group of coworkers together to
collaborate to solve a problem without being directed
to do so by a manager or prior to the manager being
aware that there is a problem.
Why TL
Kotter (1996) suggested employees are too often limited
to narrow job descriptions that promote complacency
and discourage continued learning. This parallel can be
seen in many schools when considering the actions of
teachers.
Kotter (1996) also puts forth that employers need to
provide lifelong learning opportunities that will develop
leadership skills.
According to Kouzes and Posner (2002) leadership can be
found throughout organizations, but often it requires
nurturing and opportunities for development.
TL Development
The development of teacher leadership is increasingly viewed as an
important factor in improving schools, improving student
achievement, and retaining teachers for the long term (Boles & Troen,
1994; Dozier, 2007; Greenlee, 2007; Lieberman, 1987; Smith, 1999).
Unfortunately, attempts to provide teachers with leadership
opportunities have been interpreted as a threat to the authority of site
administrators (Holmes Group, 2007).
Traditionally, schools are organized with a top-down management
structure where teachers have little voice in the decision-making
process (Boles & Troen, 1994; Donaldson, 2006).
This hierarchical structure relies on formal leadership
positions,which makes it difficult for teachers to emerge as leaders
(Boles & Troen, 1994; Greenlee, 2007).
 TL Development

Teacher leadership is not a new concept. Rather, the call for teacher leaders to help
improve the K-12 educational system is approaching half a century of existence.
Silva, Gimbert, and Nolan (2000) identify three evolutionary stages of teacher
leadership.
In the first stage, schools appointed teacher leaders to serve as department heads or
master teachers with the emphasis on controlling other teachers. This managerial role
in effect neutered other teachers, thus undermining what might have been
accomplished.
In the second stage, teacher leaders became instructional leaders or curriculum
developers. While some benefits emerged, these roles set teacher leaders apart from
their colleagues and lessened the impact on overall educational enhancement.
In the third stage, teacher leaders worked with peers to improve professional practice
by doing things they might not otherwise do, such as redesigning schools, mentoring
colleagues, solving school-wide problems, and engaging in professional development
activities.
In this most recent and current iteration, the teacher leader has taken on a
collaborative role
.
Teacher Leader Model Standards
Teacher Leadership Exploratory Consortium
developed the teacher leader model standards which
were published in 2011.
The standards consisted of seven domains of model
standards to describe the scope of teacher leadership
(Teacher Leader Model Standards, 2011).
The teacher leader model standards are as follows:
Teacher Leader Model Standards
Domain I: Fostering a Collaborative Culture to Support Educator
Development and Student Learning
Domain II: Accessing and Using Research to Improve Practice and
Student Learning
Domain III: Promoting Professional Learning for Continuous
Improvement
Domain IV: Facilitating Improvements in Instruction and Student
Learning
Domain V: Promoting the Use of Assessments and Data for School
and District Improvement
Domain VI: Improving Outreach and Collaboration with Families
and Community
Domain VII: Advocating for Student Learning and the Profession
Teacher Leader Model Standards
The teacher leader model standards were developed to
encourage discussions about the competencies
required for teacher leadership as a means for school
transformation.
They are also intended to serve as guidelines to inform
teacher credentialing programs in the preparation of
future teacher leaders (Teacher Leader Model
Standards, 2011)
Teacher Leader Model Standards
The teacher leader model standards recognize that
many teachers may serve in formal leadership roles.
Through formal positions, teachers may have
administrative authority but the standards are intended
to provide a set of guidelines that generate influence and
respect through being continuous learners, being
approachable, using group skills and influence to
improve the educational practice of their peers, model
effective practices, exercise their influence in formal and
informal contexts, and support collaborative team
structures within their schools
Teacher Leader Model Standards
These standards place emphasis on collaboration, the
development of professional learning communities,
sharing of best practices, and reflective practice.
(Teacher Leader Model Standards, 2011).
Center for Strengthening the Teaching
Profession (2009) - CSTP
Definition of Teacher Leadership - Knowledge, skills and
dispositions demonstrated by teachers who positively impact
student learning by influencing adults, formally and
informally, beyond individual classrooms.
In order for Teacher Leaders to flourish, certain
characteristics and conditions must be present. Teacher
leaders must possess the knowledge and skills needed to lead.
 In order to be seen as a leader, they must also have a set of
positive dispositions and attitudes.
Finally, there must be opportunities for leadership in the
school, district or larger context.
CSTP 2009
The skills teacher leaders need to be effective in a
variety of roles can be broken into five main categories.
1. Working with adult learners
2. Communication
3. Collaboration
4. Knowledge of content and pedagogy
5. Systems thinking
Dispositions of Effective Teacher Leaders
Effective teacher leaders share a set of dispositions and
attitudes.
They are energetic risk takers whose integrity, high efficacy,
and content knowledge give them credibility with their
colleagues.
 Their desire to work with adults is grounded in their belief
that systems-level change will positively impact student
learning, and that their contributions to the profession are
important and needed.
The natural curiosity of teacher leaders makes them life-long
learners who are open to new experiences and challenges
Dispositions of Effective Teacher Leaders
They effectively prioritize their work to maintain a sense of
balance.
Teacher leaders often seek like-minded colleagues with
similar positive intentions as allies, however they also value
different ideas and approaches that move the work forward.
Difficult challenges require teacher leaders to tap into their
deep sense of courage, and their unwavering perseverance
helps them to follow through.
Teacher leaders are open to constructive criticism.
 They reflect on their experience, learn from it, and then
with resilience move forward to the next challenge.
WORKING WITH ADULT LEARNERS
Knowledge and Skills:
Building trusting relationships:- • Fostering group
membership • Listening intentionally • Taking an
ethical stance • Taking a caring stance • Creating a safe
environment • Developing cultural competency
Dispositions:- • Believe that teacher learning is
interwoven with student learning • Value the work of
learners • Accept and act on constructive feedback •
Possess courage to take risks • Is reliable
COMMUNICATION
Knowledge and Skills:
 Building relationships through communication:-
• Maintains objectivity • Develops cultural competency
• Understands adults as learners • Risks inviting and
honoring diverse views • Comfortable with healthy,
productive discussion
Dispositions:- • Honors all perspectives • Holds a
positive presupposition that all are working in the best
interests of students • Values professional expertise •
Fosters community
COLLABORATIVE WORK
Knowledge and Skills:
 Collaborative Skills:- • Teaching, developing, and using
norms of collaboration • Conflict resolution/mediation skills
• Using protocols or other strategies • Modeling/valuing
diverse opinions • Matching language to the situation •
Sharing responsibility and leadership • Holding yourself
accountable to the group’s goals and outcomes
Dispositions:- • Knows when to compromise • Able to read
the group • Admitting when wrong/don’t know • Honest
courageous communication • Desire to work with adults •
Passion for topic motivates others
KNOWLEDGE OF CONTENT AND PEDAGOGY
Knowledge and Skills:-
• Strong subject matter knowledge including assessment
strategies • The ability to analyze both subject matter
concepts and pedagogical strategies • Personal
experience using effective pedagogical strategies in the
classroom • Ability to assist colleagues at multiple entry
points to increase content knowledge and classroom
application
Dispositions:- • Life-long learner • Reflective • Committed
to supporting growth of others • Enjoys challenges
SYSTEMS THINKING
Knowledge and Skills
 Working effectively within system:- • Recognize layers of
system(s) • Understand power structure and decision making in
context • Understand and work within rules of hierarchy
(formal and informal) • Garner support from and work with
stakeholders • Deal effectively with resistance • Facilitate
collective inquiry practices • Understand and leverage
finances/resource allocation • Ask the right questions at the
right time
Dispositions:- • Interested in larger/bigger picture • Attuned
to relationships • Ability to “read” people and situations •
Embraces the opportunity to work with those with diverse views
Teacher Leader Competency
Framework (Leading Educators, 2015)
Organizations like Leading Educators, the Teacher
Leadership Exploratory Consortium, the Center for
Teaching Quality, the National Board for Professional
Teaching Standards, and the National Education
Association have expanded these general attributes to
outline specific competencies—knowledge, skills, and
abilities—that teacher leaders need to succeed. For instance,
the Teacher Leader Competency Framework (Leading
Educators, 2015) includes 15 competencies organized into
four overarching “pillars”: 1) developing self, 2) coaching
others, 3) leading teams, and 4) driving initiatives.
The Center for Teaching Quality, National Board for Professional

Teaching Standards, and National Education Association (2014 )

The Center for TQ, NBPTS, AND NEA (2014) outline competencies for
three specific types of leadership roles—instructional, policy, and
association leadership—as well as overarching competencies that
apply to all three groups, including:
1. Instructional: Coaching/mentoring, collaboration/relationships,
community;
2. Policy: Implementation, advocacy, policy making, and engagement;
3. Association: Leading with vision, leading with skill,
organizing/advocacy, building capacity, and community/culture;
4. All Teacher Leaders: Reflective practice, personal effectiveness,
interpersonal effectiveness, communication, continuing learning,
group processes, adult learning, and technological facility.
Model Perkembangan Kepemimpinan Guru ini,
Katzenmeyer dan Moller (2001)
Model ini telah menggunakan tujuh (7) dimensi yang boleh
menggambarkan peranan sebagai seorang pemimpin guru.
Dimensi-dimensi tersebut adalah
 i) Mempunyai tahap kesedaran diri yang tinggi,
 ii) Memulakan perubahan yang positif,
iii) Berkomunikasi dengan berkesan,
 iv) Kepelbagaian,
v) Mahir dalam pengajaran,
vi) Melakukan penambahbaikan secara berterusan dan vii)
Pengurusan diri yang baik.
Model Perkembangan Kepemimpinan Guru ini,
Katzenmeyer dan Moller (2001)
Struktur konsep kepemimpinan ini bermula dengan seseorang guru yang
mempunyai kesedaran diri terhadap kekuatan dan kelebihan diri sendiri
memulakan suatu perubahan yang positif dengan menggunakan strategi-strategi
yang efektif untuk menjadi seorang pemimpin sama ada di dalam atau di luar bilik
darjah;
seterusnya berkemahiran untuk berkomunikasi secara efektif sama ada lisan atau
bertulis
Mengurus kepelbagaian dari segi fahaman atau pendapat dalam membina sebuah
komuniti/kumpulan profesional kolej yang saling belajar dan saling memimpin.
Dan yang terakhir adalah seorang pemimpin berupaya mengurus tindakan dengan
baik dan berusaha dengan bersungguh-sungguh untuk melaksanakan perkara yang
dirancang bersama-sama pihak pengurusan dan rakan-rakan guru untuk
penambahbaikan yang berterusan di samping menggunakan kemahiran dan
pengetahuan untuk mewujudkan ruang pembelajaran yang efektif untuk pelajar-
pelajar dan rakan-rakan guru
Katzenmeyer and Moller’s (2009)
Katzenmeyer and Moller’s (2009) seven dimensions of teacher
leaders were explored.
Teacher leaders, as defined by Katzenmeyer and Moller (2009), are
ones who “lead within and beyond the classroom; identify with and
contribute to a community of teacher learners and leaders; influence
others toward improved educational practice; and accept
responsibility for achieving the outcomes of their leadership” (p. 6).
Katzenmeyer and Katzenmeyer (2005) developed a survey that
measures how schools support teacher leadership based on the
seven dimensions. According to Katzenmeyer and Katzenmeyer
(2005), the elements of teacher leadership include developmental
focus, recognition, autonomy, collegiality, participation, open
communication, and positive environment.
Developmental focus
Developmental focus refers to the engagement of
teachers in learning new skills and the knowledge and
ability to encourage others to learn. With respect to
this dimension, teachers are supported, assisted,
guided and/or coached in order to help them gain the
necessary knowledge and skills. Supportive learning
opportunities for all staff help teachers support each
other personally and professionally (Katzenmeyer &
Moller, 2009).
Recognition
Recognition as a dimension refers to teachers being
recognized for their roles as well as the contributions
they make to students, other teachers, the school, and
community. Recognition by other teachers and leaders
indicates that they place value and respect on one’s
skills and knowledge as well as on their work
(Katzenmeyer & Moller, 2009).
Autonomy
Autonomy refers to teachers being encouraged to take
initiatives and become active participants in creating
schools’ visions for the future. Resources are found
and barriers are removed in order to support teachers’
efforts (Katzenmeyer & Moller, 2009).
Collegiality
Collegiality as a dimension encourages collaboration
among teachers when they focus on student and
instructional centered issues. Teachers who value this
dimension place value on discussing teaching and
learning, solving academic and behavioral problems
related to the classroom setting, and engaging in
positive conversations with other leaders
(Katzenmeyer & Moller, 2009).
Participation
Participation as a dimension is encouraged when
teachers are actively involved in the decision making
process in the school. Teachers assist with important
matters in the school as leaders seek opinions from
teachers to help make the best decisions for the school
(Katzenmeyer & Moller, 2009).
Open communication
Open communication as a dimension of teacher
leadership encourages teachers to communicate in
open and honest ways to better serve the students and
families in the community. When things go wrong,
teachers are not blamed, but instead are engaged in
problem solving to help resolve issues or improve
future events (Katzenmeyer & Moller, 2009).
A positive environment
A positive environment is supported when teachers
feel respected by others in the organization. Teachers
are viewed as educational professionals and treated
with respect in ways that show this belief. Teachers
perceive the environment to have strong leadership.
The Impact of Teacher Leadership
Khan and Malik (2013) emphasized that promoting
teacher leadership programs can aid in recruiting,
motivating, and rewarding accomplished teachers.
Training teacher leaders is necessary for teachers to
understand the informal and formal responsibilities of
the teacher-leader role.
Buchen (2000) argued that “the only leadership that
will make a difference is that of teachers….They alone
know what the day-to-day problems are and what it
takes to solve them” (p. 35).
The Impact of Teacher Leadership
Training can encourage teachers’ willingness to initiate
positive changes in their schools.
Teacher leadership programs must nurture the development
of confidence and the desire of teachers to move outside
their comfort zone and embrace the idea of exerting
influence on school reform (Helterbran, 2010; Uribe-Florez et
al., 2014).
According to Helterbran (2010), teachers must reject the “just
a teacher” mantra (p. 363).
Teachers must be leaders who identify the barriers to student
success and take the initiative in overcoming the roadblocks.