Cheung, R., Reinhardt, T., Stone, E., Little, J. W. (2018). Defining teacher leadership: A framework, Phi Delta Kappan.
-Teacher leadership is important to school improvement and instructional reforms
-teachers leaders often feel ambiguities and tensions because unclear definition of teacher leader, ambiguous tasks, colleagues' doubts
-based on a district level research project, a science teacher leadership profile is proposed--collaborating, advocating, modeling, and providing resources
-the science teacher leadership profile is proved to well capture what those teacher leaders do and say
-the science teacher leadership profile is used to development teacher leaders' skills
-teachers recognize the importance of advocating skills (advocating the new science programs and associated teacher methods)
-teachers also believe advocating skills is an area of improvement, yet other three areas are well performed
-"Overall, the profile served its initial purpose: to provide STLs a common language with which to discuss and de- fine the work of teacher leadership, as well as to identify priorities to pursue and skills to develop." (p. 43)
Charlotte Danielson. (2006). Teacher Leadership that Strengthens Professional Practice. Alexandria, VA: Association for Supervision and Curriculum Development.
-teacher leadership is a concept related to professional learning community
-Teacher leaders may need to develop certain skills, including
1.Recognize an opportunity and take the initiative; 2.Mobilize people around a common purpose; 3.Marshal resources and then take action; 4.Monitor progress and adjust the approach as conditions change;
5.Sustain the commitment of others; 6.Anticipate and deal with negativity; and 7.Use evidence and data in decision-making.
Leo: 1, 2, 5 fall into advocating; 3 in providing resources; 4, 6,7 in collaborating; modeling is not specifically said here.
To develop teacher leaders, school administrators can do,
Embrace a culture of risk-taking; Demonstrate democratic norms; Treat teachers as professionals; Ensure opportunities for teacher involvement in school governance are present; Introduce mechanisms for proposing ideas; Offer time for teacher collaboration; and Present opportunities for skills acquisition.
Cosenza. M. N. (2015). Defining teacher leadership:Affirming the teacher leader model standards. Issues in teacher education.
-teacher leadership is not about power, it is "about teachers extending their presence beyond the classroom by seeking additional challenges and growth opportunities" (p. 79)
-teacher leadership is not about formal assignments, it "emerges informally by earning it through specific actions" (p. 80)
-teacher leadership focuses "more on collaboration than on authority vested in one person" (p.80)
-organizational literature posits that leadership can be found in any levels of an organization. When employees take initiative and specific actions they demonstrate leadership
-teacher leadership is recognized as an important factor in school improvement, student achievement, and teacher retainment
-teacher leadership opportunities needs to be created, supported; teacher leadership skills need to be nurtured, teacher leadership can improve teacher long-term retainment
Leo: teacher leaders' involvement and contribution on school curriculum development can be regarded as part of school improvement
Teacher leader model standards (7 domains) (p. 82):
Domain I: Fostering a Collaborative Culture to Support Educator De- velopment 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
Leo: no mentioning about school curriculum development, which is an important area in ECNUAS due to the developmental nature of its school curriculum.
This study finds that a common definition or understanding of teacher leadership is hard to reach, that 6 out of 7 domains are affirmed by the data collected from participants, that Domain V needs to be more explored and supported in terms of skill and leadership development.
National board for professional teaching standards. Teacher Leadership Initiative partnership. (2014). The teacher leadership competencies
-Three pathways of teacher leadership: instructional leadership, policy leadership, association leadership (leadership in teacher associations)
-This documents defines competencies of these teacher leadership pathways
-Overarching competencies: reflective practice, personal effectiveness, interpersonal effectiveness, communication, continuing learning, group processes, adult learning, technological facility
-Instructional leadership: coaching/mentoring, collaborative relationships, community
-Policy leadership: implementation, advocacy, policy making, engagement
-Association leadership: leading with vision, leading with skill, organizing/advocacy, building capacity, community/culture
Image from: National board for professional teaching standards. Teacher Leadership Initiative partnership. (2014). The teacher leadership competencies.
Harrison, C. & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, Volume 65, Number 1.
Resource provider
Instructional specialist
Curriculum specialist (focuses on curriculum implementation, such as ensuring consistent implementation, following the adopted curriculum, common packing charts, shared assessments)
Classroom supporter
Learning facilitator
Mentor
School leader
Data coach (lead conversation with colleagues in analyzing data and using the result to improve instruction)
Catalyst for change
Learner (model continual improvement, demonstration lifelong learning, apply what they learn in practice)
Bae, C.L., Hayes, K. N., O'Connor, D.M, Seitz, J. C., Distefano, R. (2016). The divers faces of teacher leadership: A typology and survey tool. Journal of school leadership, 26, 905-937.
-teachers take formal and informal leadership roles in domains including pedagogical experts, leading or facilitating teacher learning in professional communities, researchers, and community liaisons with families or communities
-research shows positive outcomes of teacher leadership: growth in management skills, learning new instructional practices, increased motivation for school and system improvement, job satisfaction, improving curriculum, participation in school decision making.
-despite proved benefits, studies uses varied conceptualization of teacher leadership and investigates different aspects of this construct
-little proof that shows the relationship between teacher leadership and student achievement
-this study finds that research on teacher leadership lack a consistent conceptualization of teacher leadership and studies investigate varied aspects of this construct
-The result of this study is a typology of teacher leadership : (1) instructional innovator, (2) professional learning (PL) leader, and (3) administrative teacher leader.
Leo: this is the only paper that mentioned teacher leaders' potential contribution to curriculum development and improvement
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