Teacher leadership

In educational terms, teacher leadership is the ability of teachers to take on administrative roles outside the classroom to further the success of schools, districts, and students. Teacher leaders work collaboratively with other teachers and staff to improve the quality of teaching and educational services. The goal is to promote student learning and achievement.

Teacher leadership allows teachers to gain professional skills and expertise while continuing to teach in the classroom. The practice enables teachers to become more involved in decision making and implement new programs, teaching strategies, and curriculum changes.

Teacher leadership roles can vary by school and district. The options available to teachers include research providers, instructional specialists, curriculum specialists, classroom supporters, learning facilitators, mentors, school leaders, data coaches, and learners.

Through teacher leadership, teachers can mold their schools' learning environments. They can help determine teaching practices, thereby improving student learning and contributing to their schools' success.

Background

The concept of teacher leadership has gradually evolved. Traditionally, teachers seeking to move up in their careers could become department chairs, team leaders, association heads, and other administrators.

However, opportunities have been limited for teachers who wanted to take on leadership responsibilities while continuing to teach in the classroom. Such duties typically required a large time commitment and left little flexibility. Often, teachers have had to choose between teaching and professional advancement. Teachers have minimized the amount of time they spent teaching or left the classroom altogether to occupy administrative positions.

During the late twentieth century, schools started restructuring their leadership positions to allow teachers to take on more responsibilities without giving up their time in the classroom. As teachers work directly with students, they can use their firsthand knowledge to make key decisions about curriculum, learning strategies, and educational practices.

Teacher leadership recognizes the core value of teaching and the weight teachers carry in affecting decisions. By expanding teachers' roles, the practice allows teachers to embark on career development without sacrificing teaching itself. Schools can also use teacher leadership to attract and keep qualified teachers.

Teacher leadership fosters a collaborative framework among teachers and colleagues. The activity involves three main functions:

• Leadership of teachers and students through training, coaching, and mentoring.
• Leadership of operational tasks by helping the school stay organized and focused on achieving its objectives.
• Leadership through decision making by being a member of school committees, parent-teacher associations, and higher-learning institutions.

The practice of teacher leadership concerns four distinct dimensions. First, teacher leaders adopt a brokering role, in which they translate the underlying goals of student improvement into daily practices and techniques for each classroom. Second, teacher leaders include and involve other teachers in the classroom changes, referred to as participative leadership. Third, teacher leaders occupy a mediating role, which allows them to tap into their own expertise and seek input from others. Finally—and perhaps most importantly—teacher leaders build close relationships with other teachers; this benefits all parties as they learn the new curriculum and practices together.

Overview

Teacher leaders can assume additional roles on a formal or informal basis. They may receive new titles and additional pay, benefits, and other incentives.

Roles and responsibilities vary across schools and districts. Teachers can expand their leadership roles through the following options:

• Resource provider. A teacher leader provides fellow teachers and staff with instructional and course resources. The resources can include materials for teachers, such as lesson plans, books, and assessment tools. They can also include materials for students, such as websites, handouts, and readings.
• Instructional specialist. In this role, a teacher leader helps colleagues put new teaching strategies into place. Instructional specialists perform research, such as reading student reports or looking up classroom-based strategies. They come up with ideas to change instruction or lesson plans, sometimes with the collaboration of other teachers.
• Curriculum specialist. Teacher leaders must understand how to use the curriculum in planning lessons and tests, and the standards of content that must be met. Curriculum specialists help teachers to agree on those standards, follow the curriculum in place, and devise common assessments that teachers can share.
• Classroom supporter. In this position, teacher leaders aid other teachers in carrying out new ideas and practices in the classroom. Classroom supporters can take on an active role by demonstrating new lessons or through co-teaching. They can also observe their fellow teachers and give feedback. The practice boosts teachers' self-esteem and belief in their own abilities.
• Learning facilitator. Teacher leaders can bring about professional learning opportunities for their colleagues. Through committees or panels, teachers and staff can focus on how to improve student learning by learning with and from each other. They can apply what they have learned to fill gaps in student learning, and then develop lesson and instruction plans to meet those needs.
• Mentor. In this role, teacher leaders act as role models or guides for new teachers. Mentors help novice teachers adapt to the school, district, and community. They advise teachers on curriculum, lesson plans, instruction, practices, and school politics. Mentors play a critical role in developing new educational professionals.
• School leader. Teacher leaders who are school leaders serve on school committees, as department heads, or on district task forces. School leaders may be part of school improvement teams. They have the same vision and goals as that of the school or district, and support the entity's initiatives.
• Data coach. In this position, teacher leaders use the information they have access to as teachers to affect classroom instruction. Data coaches engage their colleagues in analyzing the data from student tests and assessments. Then, teachers and staff determine how they will use the information to improve their lesson plans.
• Learner. Teacher leaders demonstrate their lifelong learning skills and use them to help their students find success. Learners often utilize new teaching techniques and strategies in the classroom, and share them with colleagues. As learners talk about which strategies are effective, other teachers become more willing to use them in their own classrooms. Afterward, they discuss the results with each other.

Teacher leaders play a key role in shaping the learning atmosphere of their schools and districts. By taking on additional roles outside the classroom, they bring their experience from inside the classroom. They can use their observations to influence teaching practices. By catering lesson plans to student needs, teacher leaders facilitate instruction and curriculum changes that improve student learning and achievement.

Teacher leadership allows teachers to take an active approach in helping students, schools, and districts attain their goals and objectives.

Bibliography

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Danielson, Charlotte. Teacher Leadership That Strengthens Professional Practice. Association for Supervision and Curriculum Development, 2006.

Harris, Alma, and Daniel Muijs. Improving Schools through Teacher Leadership. Open UP, 2005.

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