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Literature review on teacher leadership

There's Now a Body of Research on What It Means to Be a Teacher

author's conceptual framework identifies the kinds of work that teacher leaders engage in, what they call (5) the "targets of leadership influence. the first three describe the conditions necessary for teacher leaders to emerge and the foundation for teacher leadership: (1) they are respected as teachers, want to learn leadership skills, and have the capacity to develop such skills; (2) their work as leaders is valued by their peers, visible in the school, continually negotiated through feedback and evaluation, and shared among teachers; and (3) the culture within the school supports teacher leaders, supervisors and colleagues encourage leadership, and teachers are provided the time, resources, and opportunities to develop leadership skills. authors of this meta-analysis investigated the concept and practice of teacher leadership in the research literature from the past two decades. although increases in student achievement related to teacher quality have yet to be adequately documented, the research is promising. elements of school structure and culture that stand in the way of teachers being able to facilitate improvement may prove detrimental to the sustainability of improvement efforts. inadequate time for collaboration, learning, and leading as well as a lack of incentives for engaging in leadership activities have been shown empirically to impede the development of teacher leaders. leadership also is nurtured through roles and relationships when:colleagues recognize and respect teacher leaders who have subject-area and instructional expertise. the authors suggest the following definition:teacher leadership is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. the first three describe the conditions necessary for teacher leaders to emerge and the foundation for teacher leadership: (1) they are respected as teachers, want to learn leadership skills, and have the capacity to develop such skills; (2) their work as leaders is valued by their peers, visible in the school, continually negotiated through feedback and evaluation, and shared among teachers; and (3) the culture within the school supports teacher leaders, supervisors and colleagues encourage leadership, and teachers are provided the time, resources, and opportunities to develop leadership skills. to see larger imagesuggestions for school improvementthe authors offer a conceptual framework (see figure 1) for improving or expanding a teacher leadership program in schools., structures can foster the growth of teacher leaders by providing adequate access to materials, time, and space for activities that facilitate teacher leadership (e. leadership also is nurtured through roles and relationships when:colleagues recognize and respect teacher leaders who have subject-area and instructional expertise. authors claim optimal conditions in three key areas can foster the growth of teacher leaders: school culture and context, roles and relationships, and structures. research that investigates ways to increase teacher quality is much needed, making this study a timely addition to the literature. the crux of the necessity for teacher leadership is that such teachers help in the administration of school reform. there does, however, seem to be an intersection within the divergent literature demonstrating that traditional top-down management structures impede the development of teacher leaders and, consequently, school improvement.

The Theoretical and Empirical Basis of Teacher Leadership - Jun 01

challenges can impede school improvement because they detract from allowing qualified teachers to act as facilitators in reform efforts. these teachers use a variety of informal and formal channels to exert leadership, including acting as union representatives, department heads, and mentors. briefin this age of high accountability, teacher quality is receiving more attention than ever before. traditional top-down leadership structures, the authors suggest, may also stand in the way of developing teacher leaders and a structure to support them (p. school culture and context can facilitate leadership when the following characteristics are present:a schoolwide focus on learning, inquiry, and reflective practice. such team leadership work involves three intentional development foci: individual development, collaboration or team development, and organizational development. typically, these leaders are teachers who have significant teaching experience, are known to be excellent educators, and are respected by their peers. these teachers use a variety of informal and formal channels to exert leadership, including acting as union representatives, department heads, and mentors. elements of school structure and culture that stand in the way of teachers being able to facilitate improvement may prove detrimental to the sustainability of improvement efforts. in a time that demands a higher standard of annual progress for all students, it seems prudent to encourage and foster teacher leadership by providing the resources, culture, and structures it needs to thrive. tasks performed by teacher leaders include monitoring improvement efforts, selecting curriculum, and participating in administrative meetings.-leader and administrator-leader domains are clearly defined, including their shared leadership responsibilities. authors also point out challenges and obstacles to the development of teacher leaders. duke, in the 1994 book teachers as leaders: perspectives on the professional development of teachers, likens crabbing to the discord that many teachers are faced with in their own schools. inadequate time for collaboration, learning, and leading as well as a lack of incentives for engaging in leadership activities have been shown empirically to impede the development of teacher leaders. traditional top-down leadership structures, the authors suggest, may also stand in the way of developing teacher leaders and a structure to support them (p.

Literature Review and Best Practices on Teacher Leadership

There's Now a Body of Research on What It Means to Be a Teacher

The Theoretical and Empirical Basis of Teacher Leadership

in such a culture, or even milder varieties, the authors say teachers may be reluctant to "advance" and violate egalitarian norms (p. teacher leaders emerge in this grounded setting, they (4) maintain "a focus on teaching and learning and establish trusting and constructive relationships" (p. although increases in student achievement related to teacher quality have yet to be adequately documented, the research is promising. bottom linethe answer to the question "what do we know about the effectiveness of teacher leadership? traditional top-down leadership structures, the authors suggest, may also stand in the way of developing teacher leaders and a structure to support them (p. to see larger imagesuggestions for school improvementthe authors offer a conceptual framework (see figure 1) for improving or expanding a teacher leadership program in schools. bottom linethe answer to the question "what do we know about the effectiveness of teacher leadership? authors claim optimal conditions in three key areas can foster the growth of teacher leaders: school culture and context, roles and relationships, and structures. enhanced teacher leadership produces (6) intermediary outcomes that improve teaching and learning "such as creating positive learning relationships between teachers and students and among students, establishing classroom routines and expectations that effectively direct student energy, engaging the student in the learning process, and improving curricular, instructional, and assessment practices," which ultimately result in high levels of student learning and achievement (p., guides and resourcesour pbs showsvideoblogsfun stufffor parents, teachers and others. authors of this meta-analysis investigated the concept and practice of teacher leadership in the research literature from the past two decades. in such a culture, or even milder varieties, the authors say teachers may be reluctant to "advance" and violate egalitarian norms (p. briefin this age of high accountability, teacher quality is receiving more attention than ever before. due to a dearth of high-quality research and consistent definitions of teacher leadership, the findings presented in two decades of literature are inconclusive. typically, these leaders are teachers who have significant teaching experience, are known to be excellent educators, and are respected by their peers., structures can foster the growth of teacher leaders by providing adequate access to materials, time, and space for activities that facilitate teacher leadership (e.

The Theoretical and Empirical Basis of Teacher Leadership - Jun 01

The Influence of Teacher Leadership and Professional Learning on

the crux of the necessity for teacher leadership is that such teachers help in the administration of school reform., guides and resourcesour pbs showsvideoblogsfun stufffor parents, teachers and others. The literature reviewed includes numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. these teachers use a variety of informal and formal channels to exert leadership, including acting as union representatives, department heads, and mentors. leadership has been defined in a variety of ways during the past two decades, making distinct comparisons across the literature difficult. enhanced teacher leadership produces (6) intermediary outcomes that improve teaching and learning "such as creating positive learning relationships between teachers and students and among students, establishing classroom routines and expectations that effectively direct student energy, engaging the student in the learning process, and improving curricular, instructional, and assessment practices," which ultimately result in high levels of student learning and achievement (p. research that investigates ways to increase teacher quality is much needed, making this study a timely addition to the literature. challenges include overly hierarchical relationships with peers, where teacher leaders exercise authority instead of working collaboratively. due to a dearth of high-quality research and consistent definitions of teacher leadership, the findings presented in two decades of literature are inconclusive. authors also point out challenges and obstacles to the development of teacher leaders. expectation of teamwork and shared responsibility, decision making, and leadership.)teacher leaders are facilitators within the school and can be an important element in spreading and strengthening school reform and improvement. enhanced teacher leadership produces (6) intermediary outcomes that improve teaching and learning "such as creating positive learning relationships between teachers and students and among students, establishing classroom routines and expectations that effectively direct student energy, engaging the student in the learning process, and improving curricular, instructional, and assessment practices," which ultimately result in high levels of student learning and achievement (p. in addition, they often are called upon to participate in peer coaching, engage parent and community participation, and review research in their time away from the classroom. the authors suggest the following definition:teacher leadership is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. authors also point out challenges and obstacles to the development of teacher leaders.

CHAPTER II: LITERATURE REVIEW

briefin this age of high accountability, teacher quality is receiving more attention than ever before. leadership has been defined in a variety of ways during the past two decades, making distinct comparisons across the literature difficult. tasks performed by teacher leaders include monitoring improvement efforts, selecting curriculum, and participating in administrative meetings. in such a culture, or even milder varieties, the authors say teachers may be reluctant to "advance" and violate egalitarian norms (p. the appointment of a teacher leader by an administrator without teacher input, uncertainty about teacher leader versus principal domains of leadership, and inadequate communication and feedback among teacher leaders, principal, and staff can all contribute to conflict. inadequate time for collaboration, learning, and leading as well as a lack of incentives for engaging in leadership activities have been shown empirically to impede the development of teacher leaders. the first three describe the conditions necessary for teacher leaders to emerge and the foundation for teacher leadership: (1) they are respected as teachers, want to learn leadership skills, and have the capacity to develop such skills; (2) their work as leaders is valued by their peers, visible in the school, continually negotiated through feedback and evaluation, and shared among teachers; and (3) the culture within the school supports teacher leaders, supervisors and colleagues encourage leadership, and teachers are provided the time, resources, and opportunities to develop leadership skills. school culture and context can facilitate leadership when the following characteristics are present:a schoolwide focus on learning, inquiry, and reflective practice. teacher leaders emerge in this grounded setting, they (4) maintain "a focus on teaching and learning and establish trusting and constructive relationships" (p. in a time that demands a higher standard of annual progress for all students, it seems prudent to encourage and foster teacher leadership by providing the resources, culture, and structures it needs to thrive. research brief from the center for comprehensive school reform and improvement examines the research on teacher leadership and what it says about drawing on the skills of experienced teachers to facilitate school improvement. there does, however, seem to be an intersection within the divergent literature demonstrating that traditional top-down management structures impede the development of teacher leaders and, consequently, school improvement. research brief from the center for comprehensive school reform and improvement examines the research on teacher leadership and what it says about drawing on the skills of experienced teachers to facilitate school improvement. the purpose of the research presented in the study is twofold: (1) to summarize findings through a comprehensive review of the teacher leadership literature and (2) to develop a conceptual framework based on that summary that can guide both current practice and future inquiry about teacher leadership. such team leadership work involves three intentional development foci: individual development, collaboration or team development, and organizational development. The literature reviewed includes numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.

  • What Does the Research Tell Us About Teacher Leadership

    )teacher leaders are facilitators within the school and can be an important element in spreading and strengthening school reform and improvement.-leader and administrator-leader domains are clearly defined, including their shared leadership responsibilities. author's conceptual framework identifies the kinds of work that teacher leaders engage in, what they call (5) the "targets of leadership influence.-leader and administrator-leader domains are clearly defined, including their shared leadership responsibilities. authors of this meta-analysis investigated the concept and practice of teacher leadership in the research literature from the past two decades. educational improvement at the instructional level, for example, involves leadership by teachers in the classroom (p. The literature reviewed includes numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. drawing on the resourcefulness of experienced teachers and allowing them to facilitate school improvement is one way to ensure the sustainability of school reform efforts. teacher leaders emerge in this grounded setting, they (4) maintain "a focus on teaching and learning and establish trusting and constructive relationships" (p. authors claim optimal conditions in three key areas can foster the growth of teacher leaders: school culture and context, roles and relationships, and structures. challenges include overly hierarchical relationships with peers, where teacher leaders exercise authority instead of working collaboratively. leadership also is nurtured through roles and relationships when:colleagues recognize and respect teacher leaders who have subject-area and instructional expertise. such team leadership work involves three intentional development foci: individual development, collaboration or team development, and organizational development. although increases in student achievement related to teacher quality have yet to be adequately documented, the research is promising.)teacher leaders are facilitators within the school and can be an important element in spreading and strengthening school reform and improvement. research that investigates ways to increase teacher quality is much needed, making this study a timely addition to the literature.
  • Review of Educational Research

    the crux of the necessity for teacher leadership is that such teachers help in the administration of school reform. the purpose of the research presented in the study is twofold: (1) to summarize findings through a comprehensive review of the teacher leadership literature and (2) to develop a conceptual framework based on that summary that can guide both current practice and future inquiry about teacher leadership. author's conceptual framework identifies the kinds of work that teacher leaders engage in, what they call (5) the "targets of leadership influence. the literature reviewed includes numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. what is clear from this study is that traditional forms of management must be modified to be more horizontal and less hierarchical for teacher leadership to flourish. leadership work that is central to the teaching and learning processes (as opposed to administrative or managerial tasks) is routinely assigned. school culture and context can facilitate leadership when the following characteristics are present:a schoolwide focus on learning, inquiry, and reflective practice., guides and resourcesour pbs showsvideoblogsfun stufffor parents, teachers and others. educational improvement at the instructional level, for example, involves leadership by teachers in the classroom (p. trust and positive working relationships exist both among teacher peers and with administrators. to see larger imagesuggestions for school improvementthe authors offer a conceptual framework (see figure 1) for improving or expanding a teacher leadership program in schools. drawing on the resourcefulness of experienced teachers and allowing them to facilitate school improvement is one way to ensure the sustainability of school reform efforts. elements of school structure and culture that stand in the way of teachers being able to facilitate improvement may prove detrimental to the sustainability of improvement efforts. challenges include overly hierarchical relationships with peers, where teacher leaders exercise authority instead of working collaboratively., structures can foster the growth of teacher leaders by providing adequate access to materials, time, and space for activities that facilitate teacher leadership (e. authors of this meta-analysis investigated the concept and practice of teacher leadership in the research literature from the past two decades.
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    • Teacher Leadership: Leading the Way to Effective Teaching and

      authors of this meta-analysis investigated the concept and practice of teacher leadership in the research literature from the past two decades. the literature reviewed includes numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. what is clear from this study is that traditional forms of management must be modified to be more horizontal and less hierarchical for teacher leadership to flourish. educational improvement at the instructional level, for example, involves leadership by teachers in the classroom (p. trust and positive working relationships exist both among teacher peers and with administrators. leadership has been defined in a variety of ways during the past two decades, making distinct comparisons across the literature difficult. expectation of teamwork and shared responsibility, decision making, and leadership. the appointment of a teacher leader by an administrator without teacher input, uncertainty about teacher leader versus principal domains of leadership, and inadequate communication and feedback among teacher leaders, principal, and staff can all contribute to conflict. the authors suggest the following definition:teacher leadership is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement. the purpose of the research presented in the study is twofold: (1) to summarize findings through a comprehensive review of the teacher leadership literature and (2) to develop a conceptual framework based on that summary that can guide both current practice and future inquiry about teacher leadership. the appointment of a teacher leader by an administrator without teacher input, uncertainty about teacher leader versus principal domains of leadership, and inadequate communication and feedback among teacher leaders, principal, and staff can all contribute to conflict. tasks performed by teacher leaders include monitoring improvement efforts, selecting curriculum, and participating in administrative meetings. trust and positive working relationships exist both among teacher peers and with administrators. challenges can impede school improvement because they detract from allowing qualified teachers to act as facilitators in reform efforts. authors of this meta-analysis investigated the concept and practice of teacher leadership in the research literature from the past two decades. in addition, they often are called upon to participate in peer coaching, engage parent and community participation, and review research in their time away from the classroom.
    • A Case Study of Teacher Leadership at an Elementary School

      challenges can impede school improvement because they detract from allowing qualified teachers to act as facilitators in reform efforts. duke, in the 1994 book teachers as leaders: perspectives on the professional development of teachers, likens crabbing to the discord that many teachers are faced with in their own schools. typically, these leaders are teachers who have significant teaching experience, are known to be excellent educators, and are respected by their peers. leadership work that is central to the teaching and learning processes (as opposed to administrative or managerial tasks) is routinely assigned. in addition, they often are called upon to participate in peer coaching, engage parent and community participation, and review research in their time away from the classroom. leadership work that is central to the teaching and learning processes (as opposed to administrative or managerial tasks) is routinely assigned. what is clear from this study is that traditional forms of management must be modified to be more horizontal and less hierarchical for teacher leadership to flourish. due to a dearth of high-quality research and consistent definitions of teacher leadership, the findings presented in two decades of literature are inconclusive. bottom linethe answer to the question "what do we know about the effectiveness of teacher leadership? the literature reviewed includes numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. duke, in the 1994 book teachers as leaders: perspectives on the professional development of teachers, likens crabbing to the discord that many teachers are faced with in their own schools. in a time that demands a higher standard of annual progress for all students, it seems prudent to encourage and foster teacher leadership by providing the resources, culture, and structures it needs to thrive. expectation of teamwork and shared responsibility, decision making, and leadership. research brief from the center for comprehensive school reform and improvement examines the research on teacher leadership and what it says about drawing on the skills of experienced teachers to facilitate school improvement. there does, however, seem to be an intersection within the divergent literature demonstrating that traditional top-down management structures impede the development of teacher leaders and, consequently, school improvement. drawing on the resourcefulness of experienced teachers and allowing them to facilitate school improvement is one way to ensure the sustainability of school reform efforts.

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