Fostering Teacher Leadership - Report Example

Running Head: TEACHER LEADERSHIP Teacher Leadership Name Institution Date Introduction Teacher leadership is currently gaining extensive interest from educators who intend to engage teachers in school reform activities. It is perceived to be a promising concept, particularly for principles that show eagerness to develop communities of leaders within their schools. This is because the idea of tapping the skills, knowledge and experience of teachers so as to reach schools as well as district goals proves to be so logical to the extent that a person may wonder why the concept has taken long time to achieve a foothold (Larner, 2004). Based on its practice, teacher leadership normally leaves educators puzzled since it is an ambiguous perception with changing boundaries and unclear rules. This is because the concept is context specific and appears to be different in every school and within each district. As a result, both principals and teachers need to develop a shared understanding of the teacher leadership so unique for their own schools. It becomes apparent that defining teacher leadership renders it more value, presents to be more as well as accelerates the progress to creating a community of leaders (York-Barr &Duke, 2004). Teacher leadership is majorly concerned with enhancing a high quality learning and teaching skills in schools. It undertakes a core focus on improving learning through a mode of leadership that is based on the principles of growth and development as well as professional collaboration. In addition, teacher leadership is no basically a formal role, responsibility or a set of tasks, but it is a more form of agency through which teachers are empowered so as to lead development work which impacts directly on the quality of both teaching and learning. This implies that teacher leaders execute their leadership skills both inside and outside the classroom. They are identified with and greatly contribute to a community of teachers as well as influence other people, particularly students to involve in improved educational practice (Usdan, McCloud & Podmostko, 2001). Fostering teacher leadership The collaboration and collegiality skills fostered through teacher leadership have led to an improved capacity for change and development both at classroom and school levels. Various studies have also discovered clear evidence of a positive impact of teacher leadership on self-efficacy and levels of morale among the teachers. For instance, teachers who work collaboratively in a manner that is meaningful and purposeful are perceived to remain in the teacher leadership profession. This is simply because such teachers feel valued and supported within their workplaces. Collegial relationships play a great role in improving and changing schools. In order for the teacher leadership to prove as most effective, it should encompass features of mutual trust, enquiry and support since without them, it becomes difficult for the teachers to generate and sustain the required conditions to support an improved student learning environment. This implies that when teachers share good practices as well as learn together, there is a likelihood of them securing a better quality of teaching (Silns & Mulford, 2002). Therefore, generating and sustaining the teacher leadership practices requires empowerment and encouragement of all the teachers become focused leadership. Additionally, it is important to provide teachers with opportunities to develop their own leadership skills. Special time need to be set aside purposely for the teacher leadership work. This may include time for planning together, developing teacher networks, visiting classrooms, professional development as well as collaborative work. The school principals need to create opportunities for a continuous professional development which not only focuses on enhancing the skills and knowledge of teachers, but also on the aspects that are specific to their respective leadership roles, for instance, leading groups and the associated workshops, mentoring, teach adults, involve in action research and collaborative work (Muijs &Harris, 2003). However, top-down leadership models which still dominates most schools is considered as the major barriers to the effective implementation of teacher leadership. Due to this, teacher leadership within schools is dependent upon whether the teachers and senior management teams relinquish more powers to the teachers. The success of teacher leadership also relies on the extent to which such teachers accept the influence caused by their colleagues who are designated as leaders in a given area. This calls for school heads to work as leaders of leaders who strive to create a relationship of trust with the staffs, enhancing leadership as well as autonomous environment throughout the school (blasé & Blase, 2006). Roles for Teacher Leaders Teacher leaders have the tendency to assume a wide range of their roles expected to support their school and student success. However, whether such roles are formally assigned or shared informally, they develop the entire school's capability to improve. Since teachers have the ability to lead in various ways, a number of teachers can easily serve as leaders among their colleagues (Harris, 2008). As learning facilitators, teacher leaders create professional learning opportunities among staff members. This implies that when teachers from each other, they are able to major their focus on what directly enhance student learning, and thus their professional learning skills become increasingly relevant, focus on their classroom work and involve in the alignment activities so as to fill the existing gaps within the student learning settings. These communities of learning have the capability to break the norms of isolation that are practiced in many schools. Teacher leaders provide mentor services by acclimatizing the new teachers to their new schools as well as advice them on curriculum matters, procedures, practices and instructions of the school. This indicates that providing the services of mentorship takes a considerable period of time, expertise and offers a significant contribution to the task of developing new professionals (York-Barr &Duke, 2004). Executing their teaching services as school leaders, teacher leaders serve on committees that include school improvement team where they act as department chairs. In addition, teacher leaders support most of the school initiatives through representing their schools on committees either at community or district levels. This means that school leader is tasked to share the vision of a school and aligns own goals with those of a school by sharing the responsibilities assigned to him or her to make the entire school succeed (Muijs &Harris, 2003). Classroom supporter is another major role played by teacher leaders. Operating as classroom supporters, teacher leaders work inside the classrooms so as to implement new ideas, normally by demonstrating a lesson, monitoring students and providing feedback. Therefore, the ability of a teacher to make consultations with colleagues can enhance the self-efficacy of teachers. This is because teachers always belief their individuals abilities and capacities to amicably solve their teaching and learning issues. However, attention should be paid on improving through collaborative practices among the teachers (Killion, 2001). Teacher leaders work as instructional specialists by assisting their colleagues to effectively implement teaching strategies. This role involves differentiating instructions through planning for lessons in collaboration with fellow teachers. This suggests that as instructional specialists, teacher leaders are expected to examine the research-based aspects of classroom strategies. Furthermore, they should explore the various instructional methodologies that appropriate for their schools and share their findings with colleagues (Marzano, Pickering & Pollock, 2001). Resource provider and curriculum specialist is yet another important role played by teacher leaders. Teachers assist each other in sharing instructional resources such as reading and instructional materials as well as web sites. Teacher leaders also share professional resources such as books, unit plans, assessment tools and articles. On the other hand, teacher leaders exist as curriculum specialists who need to understand the content standards, examine how the various components of their teaching curriculum are related. They also need to understand how to apply curriculum contents in their planning instruction where assessment becomes important in ensuring a consistent implementation of curriculum throughout their schools. This implies executing their roles as curriculum specialists, teacher leaders are required to make agreements on the ideal standards, focus on the adopted curriculum, make use of common pacing charts as well as develop shared assessments (Larner, 2004). Among the significant roles the most assumed one is being a learner. This teacher leader role entails learners’ model of continual improvement, creates a lifelong learning environment and requires teacher leaders to apply what they are able to learn to enable all their students achieve their goals and become self-reliant. However, teachers exhibit leadership in various and sometimes in overlapping ways. Other leadership roles are considered to be formal with more designated responsibilities, while other roles that are informal emerge as most teachers interact with their colleagues. The varying roles of teacher leaders ensures that teachers get the ability to choose the most appropriate way to lead and the best which fit their talents and interests. Regardless of what most teachers assume in their roles, teacher leaders are important in shaping the culture of the schools they work for, enhance the student learning and greatly influence teaching practices among their colleagues (Harris, 2008). Conclusion Teacher leadership normally leaves educators puzzled since it is an ambiguous perception with changing boundaries and unclear rules. Top-down leadership models which still dominates most schools is considerably the major barriers to the effective implementation of teacher leadership. Both principals and teachers need to develop a shared understanding of the teacher leadership so unique for their own schools. Whether teacher leaders’ roles are assigned formally or shared informally, they develop the entire school's capability to improve. Since teachers have the ability to lead in various ways, a number of teachers can easily serve as leaders among their colleagues. Teacher leaders have the tendency to assume a wide range of their roles expected to support their school and student success. Teacher leaders are important in shaping the culture of the schools they work for, enhance the student learning and greatly influence teaching practices among their colleagues. Collegial relationships play a great role in improving as well as changing schools. In order for the teacher leadership to be considered as most effective, it should encompass features of mutual trust, enquiry and support since without them, it becomes difficult for the teachers to generate and sustain the required conditions to support an improved student learning environment. References Blase, J. & Blase, J. (2006). Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press. Harris, A. (2008). Distributed leadership: according to the evidence. Journal of Educational Administration. 46(2), 172-188. Killion, J. (2001). What works in elementary schools: Results-based staff development. Oxford, OH: National Staff Development Council. Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann. Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: ASCD. Muijs, D. &Harris, A. (2003). Teacher leadership – improvement through empowerment: An overview of the literature. Educational Management and Administration. 31(4), 437-448. Silns, H & Mulford, B. (2002). Leadership and School Results. Second International Handbook of Educational Leadership and Administration. Kluwer Press. Usdan, M., McCloud, B. & Podmostko, M. (2001). Leadership for Student Learning: Redefining the Teacher as Leader. Washington, DC. Institute for Educational Leadership. York-Barr, J. &Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research. 74(3), 255-316. Read More