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Developing teacher leadership and the management team concept: A case study
Abstract
This article presents the findings of a case study that explored the use of teacher leaders on a management team at a school site level. The findings suggest that ambiguity and organizational constraints surround the new roles for teacher leaders, and that, in order for new teacher leadership roles to be successful, norms related to the collegium of teachers need to be reexamined because some teachers are not comfortable with expanded teacher roles. The findings also indicate that for new teacher leadership roles to be effective, roles must be clearly defined from the outset. In addition, staff input and collaborative decision making must occur when implementing a new teacher leadership model, and the principal needs to have excellent communication skills and knowledge of the change process.
... Recent years have witnessed a great deal of research effort on teacher leadership (e.g. Aslan, 2011;Beycioğlu, 2009;Beycioğlu & Aslan, 2010, 2012Can, 2006Can, , 2009aAnderson, 2004;Angelle & DeHart, 2011;Ault, 2009;Burgess, 2012;Cosenza, 2010;Fraser, 2008;Frost & Durant, 2003;Frost & Harris, 2003;Harris & Mujis, 2003a;Kendall, 2011;Kenyon, 2008;Kölükçü, 2011;Muijs & Harris, 2003;Nolan & Palazzolo, 2011;Özçetin, 2013;Pounder, 2006;Rutledge, 2009;Scribner & Bradley-Levine, 2010;Whitaker, 1997). Katzenmeyer and Moller (2009) argue that the notion of teacher leadership claiming the idea that teachers must assume leadership roles to contribute to the school improvement has become a prominent issue among scholars in the field of educational administration. ...
... In other words, teacher leadership requires teachers to play active roles in the school management processes, participate in decision-making processes, and lead schoolrelated processes (York- Barr & Duke, 2004). Authoritarian management is replaced by a more democratic management based on collaboration and communication between administrators and teachers in the schools where there is an improved teacher leadership (Camburn, Rowan, & Taylor, 2003;Frost, 2008;Katzenmeyer & Moller, 2009;Lieberman & Miller, 2005;Spillane, Halverson, & Diamond, 2005;Whitaker, 1997). Thus, it is difficult for teacher leadership to develop in the organizational cultures where power distance is big and distinction between those who manage and those who are managed is obvious. ...
... Teacher leadership refers to a leadership mentality where school members work and learn collectively, determine the objectives and vision of school within the framework of a collective responsibility perception, question the teaching conducted in school together, look for ways of improving such teaching, and participate in decision-making processes in school actively (Grant, 2006;Leithwood & Jantzi, 1999. In fact, it can be said that issues such as improving the quality of the teaching conducted in school and in classroom, determining and meeting the learning needs of students more effectively, developing sounder policies and strategies in accordance with the school objectives with the participation and professional support of teachers, teachers' exerting more efforts for student learning, school members' continuing their professional improvement effectively, and the transformation of school into a learning organization underlie the discussion of the idea that teachers may take the lead within the context of school (Harris, 2002a(Harris, , 2003(Harris, , 2005Harris & Muijs, 2003a;Frost, 2008;Grant, 2006;Katzenmeyer & Moller, 2009;Camburn et al., 2003;York-Barr & Duke, 2004;Whitaker, 1997). ...
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.
... Fears often surface, especially around possible "social sanctions" (Hart, 1990, p. 519) and potential ostracism from peers -about "the chasm these new roles might place between [teacher leaders] and their colleagues" (Pellicer & Anderson, 1995, p. 13;Yarger & Lee, 1994). Mistrust sometimes emerges (Whitaker, 1997), confusion forms (Hart, 1994), and friendships are subject to "considerable strain" (Little, 1990, p. 513). As traditional norms and understandings change with the influx of teacher leadership roles, "conflicts increase" (LeBlanc & Shelton, 1997, p. 34), tensions rise (Collinson & Sherrill, 1997;Smylie & Denny, 1989), congeniality declines and jealousies increase (Smyser, 1995). ...
... When they do turn their attention in this direction, reviewers feature core strategies such as garnering "professional acceptance of the existence of teacher leaders in the profession and in the schools" (Crowther et al., 2002, p. 32) and deepening trust among teachers and between teachers and administrators (Blasé & Blasé, 2001;Crowther et al., 2002), especially through collaborative work (Katzenmeyer & Moller, 2001;Smyser, 1995). They also identify more concrete ideas such as tightening expectations and clarifying roles by developing more specific job descriptions (Miller, 1992;Whitaker, 1997) and providing teachers with "images of what is possible" (Darling-Hammond et al., 1995, p. 104) and "maps and reliable guides to follow (Clift et al., 1992, p. 906 ...
... Research is limited regarding the principal's definition of the concept and the "tapping" of teacher leaders, though researchers generally acknowledge that teacher leaders cannot be successful in school reform without the support of the school leader (Crowther et al., 2002;Katzenmeyer & Moller, 2001;Murphy, 2005). Whitaker (1997) found that many principals choose teacher leaders for formal roles on the basis of skills and expertise, such as facilitation skills, grant-writing skills, and instructional skills. Moreover, principals tend to seek out teachers who might complement the principals' areas of limited expertise. ...
This qualitative study examines the concept of teacher leadership from the perspective of those who practice it. Viewed through the lens of identity theory, analysis yielded five categories that define and describe a teacher leader--namely, as a decision maker, an educational role model, a positional designee, a supra-practitioner, and a visionary. Findings reveal that the social structure where leadership is practiced shapes the definition of teacher leadership. Role identification within the social structure can assist principals in developing a healthy work climate that promotes distributed leadership. (Contains 3 tables and 1 note.)
As a starting point it is abundantly clear that the idea of what constitutes a “school” is dramatically and irrecoverably changing. Increasingly, principals will be working in a climate of uncertainty and unpredictable change as the system readjusts and realigns itself to the demands of twenty-first century teaching and learning.
The aim of this research was to determine the perceptions of educators in relation to a school culture which could support or hinder teacher leadership. A total number of 283 educators from schools in the Eden and Central Karoo Education District of the Western Cape Province in South Africa participated in the study. Two instruments were used to determine educators’ perceptions of different aspects in the school context that may impact on teacher leadership practices. The results indicated that although educators perceived thei r school cultures as healthy for the emergence and nurturance of teacher leadership practices, lacking open communication, participation and collegiality may hinder the emergence and enhancement of teacher leadership. Educators indicated that they experience barriers to teacher leadership. A significant difference was found between the barriers to teacher leadership perceptions held by district officials and other educators. No significant differences were found between educator types on a variety of dimensions of a healthy school culture for teacher leadership.
Teacher leadership has become a key element of recent initiatives to reform schools. Opportunities for teacher leadership have come from an array of new programs and policies. They have come from career ladder and teacher mentoring programs. They have come from policies that designate master and lead teachers to direct school improvement. They have also come from efforts of administrators to decentralize and share decision-making authority (Smylie & Denny, 1990).
The challenge for school administrators is to direct system-wide initiatives that redefine leadership in ways that support the use of proven practices and link administrative interventions to increased educational achievement for each student who has a disability and for all the students who are in their charge. Leadership that embraces evidence-based practices promises new opportunities for collecting and using data related to student achievement, and determining which leadership practices contribute toward positive student outcomes. Responsive administrative interventions that support teaching and learning, system-wide progress monitoring, and collaborative problem-solving, are suggested as methods for promoting effective school outcomes for all students. This discussion proposes that administrators who organize teams to implement responsive leadership interventions, strategies for system-wide progress monitoring, and problem-solving, create cultures for data-based decisions that link leadership initiatives to instruction and learning outcomes for students who have disabilities.
Research on school-to-adult life transitions of youth with special needs has identified collaboration as a crucial process for successful transitions. Depending on how it is defined, collaboration on the education of youth with disabilities between special educators, general educators, parents, students, and community service agency representatives may be considered rich or lean in activity and perceived utility. Profiles of three high schools, two urban and one rural, derived from analyses of administrator, teacher, parent, and student reports, suggest that some consistent patterns exist on the level of collaboration exercised as well as exemplary applications and systemic problems. Recommendations for research and implications for general practice are provided.
This article provides a critical analysis of the teacher leadership literature. It considers teacher leadership within the context of contemporary leadership theory, focusing particularly upon distributed leadership. The article explores different interpretations and definitions of the term ‘‘teacher leadership’’ and considers the implications for professional practice. Drawing upon recent reviews of the literature, it focuses upon the impact and effects of teacher leadership at three levels: the school, teacher, and student. It highlights some of the barriers to teacher as leaders and some of the ways in which teacher leadership can be developed and supported. The article concludes by outlining future directions and challenges for research in this field.
In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the department, Mr Greg and Ms Horton have developed different values and visions that shape the ways they construct their work, particularly in relation to the place of subject matter, goals for students, teamwork, roles and responsibilities and accountability. Although both shared a commitment to their students and to their subject, Mr Greg saw his contribution in subject organizational terms and Ms Horton saw hers in personal student terms. Orderliness and stability were important to the department head whereas Ms Horton valued spontaneity and innovation. Collaboration was Mr Greg's method of achieving the business of the department; working alone allowed Ms Horton the freedom and flexibility she needed. Accountability for Mr Greg was framed in organizational terms; Ms Horton was more concerned with the learning that took place in her classroom. Our case study looks at the range and intensity of the forces shaping the work of teachers and the way they organize themselves at work. We argue that, if we wish to continue to improve teaching and learning, particularly in secondary schools, we need to know a great deal more about the forces that operate in subject departments.
Thesis (M.Ed.)--Rand Afrikaans University, 2004. Bibliographical references: leaves 119-134.
This article presents the findings of an exploratory study of the development of new working relationships between teacher leaders and their principals. Using a micropolitical perspective, this study documents the interests and prerogatives that teacher leaders and principals bring to these new relationships and the strategies that they use to shape these relationships in ways consistent with those interests and prerogatives. The findings raise important issues concerning the principals' role in teacher leadership development as well as the broader social and normative contexts of schools in which principal-teacher leader work relationships develop and function.
This article presents the findings of an exploratory study of teacher leadership roles in a metropolitan K-8 school district. These findings suggest that the development and performance of these roles are mediated by the organizational contexts in which they are established. They thus suggest that teacher leadership should be approached as an issue of organizational development rather than solely as an issue of individual empowerment.
This paper describes a study done to better understand teacher leadership as it is currently practiced in public schools. The study was an exploratory one, consisting of three case studies of teachers who hold leadership positions within their schools. Each of the teacher leaders played a distinctly different kind of leadership role; worked at a different level in the K-12 system; worked in a different kind of educational setting from rural to suburban, and existed in a uniquely different context. This paper briefly reviews the framing questions of the study (e.g., What is the nature of the lead teacher's work? What are the constraints and supports of their positions? How are teacher leaders selected and evaluated? Next, a summary is presented of the literature on teacher leadership, following which the case study methodology is discussed and the data sources described. A "snapshot" description of each of the cases studied is then provided, the findings are reviewed, and the implications for both rhetoric and real practice are discussed. In general, it was found that these teacher leaders were constrained by their lack of time, by the original conceptions of their roles, and by the egalitarian ethic in teaching. In all cases, administrative support was crucial. Implications for further research are briefly discussed. (JD)
Explores "second-wave" reform efforts aimed at restructuring schools and reshaping teacher roles to permit greater autonomy, responsibility, and status. As better working conditions increase teacher satisfaction, education will compete more favorably with other professions as a career choice. Includes 16 references. (MLH)
Contenido: Parte I.Cuestiones conceptuales en la investigación cualitativa: Naturaleza de la investigación cualitativa; Temas estratégicos en la investigación cualitativa; Diversidad en la investigación cualitativa: orientaciones teóricas; Aplicaciones cualitativas particulares. Parte II. Diseños cualitativos y recolección de datos: Estudios de diseños cualitativos; Estrategias de trabajo de campo y métodos de observación; Entrevistas cualitativas. Parte III. Análisis, interpretación e informe: Análisis cualitativo e interpretación; Incrementar la calidad y la credibilidad del análisis cualitativo.
Incl. biographical notes on the authors, bibliographical references, index We also have:The meaning of educational change,1st ed. (1982) and 2nd ed.(1991)
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