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This source provides an overview of what teacher leadership is. It is valuable because the article explains that teacher leaders are often advocates for students and colleagues. This fits well with discussions I have had with my group. Advocacy was a trait we frequently attributed to teacher leaders. The article goes on to explore the developing roles for teacher leaders. Some of these roles exist within my school already, while other roles do not. Katzenmyer and Moller address many of the roles mentioned in the reading we have completed so far in class. It was interesting to see how this source corroborated much of what we have discussed in our own class. The NEA can be an immensely beneficial source for all teachers but especially teacher leaders. As I navigated the article, I found that they had significant information about how to be the most effective leader. The article mentions how teacher leaders should be “agents of change” which is important for future teacher leaders to recognize.

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Teacher leadership is at the heart of transformation in any school. Teachers create the norms of practice, character of communication, and sense of values that form the culture of a school. Empowerment for teacher leadership is not an act of assigning roles or conferring authority, but is rather a state of mind - teacher leaders embrace greater responsibility for the culture and work of their school and profession.

Teacher leaders are champions for social justice - through professional development for culturally responsive teaching, as advocates and activists for the needs of students and communities, and as leaders of their professional union in fulfilling its vision for public schools and for the success of each student. Teacher leaders seek to solve problems; they initiate actions, and are enthusiastic adopters of positive change, thus encouraging colleagues to join the effort. They push their profession, communities, and PreK-12 schools towards excellence.

Teacher leadership provides a highly motivational career path so that individuals can continue to pursue their passion for working with students while expanding their influence and engaging in new professional challenges.
For a school to achieve the vision for performance requires a significant cadre of professional and accomplished teachers who have the knowledge, skills, and dispositions to fulfill varied teacher leadership responsibilities.
Teachers - throughout all phases, but particularly in professional and accomplished career phases - are frequently engaged in professional learning to develop their leadership skills.

Some of the roles for which teacher leaders will be in high demand include:

Advocate for schools and for the needs of students

Leader of professional association/union

Cooperating teacher, clinical supervisor, mentor, coach, peer assistant, peer reviewer

Instructional designer, assessment designer, curriculum planner

Action researcher, data analyst

Spokesperson, author

Facilitator of building PLCs, committees, study groups

Facilitator of district and school-community committees, task forces, projects

Professional development facilitator, adjunct instructor

Community organizer

Member of professional standards board, teacher advisory council, etc.

Program evaluator, accreditation team member, etc.

Policy analyst, policymaker

In some instances, teacher leader roles are part of hybrid job assignments, or embedded in or in addition to a traditional assignment.
On occasion, a teacher may take on a leadership role for an extended time with full-time release from traditional teaching duties. In any case, teacher leadership is not seen as a pathway out of the classroom, but an enhancement to the work of teaching and learning.
Teacher leaders are engaged in continuous professional growth that includes increasing their skills and expanding their capacity for action.
Schools, districts, and teacher unions intentionally foster development of teacher leaders and seek to identify individuals with leadership potential.
The teacher leader embodies a humility and passion that transcends and mitigates resentment among peers.
Teacher leaders build organizational commitment and instill a belief that the leader genuinely cares for the well-being and success of students and colleagues. The caring and compassion of teacher leaders is crucial to their ability to help colleagues and communities engage in deep discussions about culture, social justice, culturally responsive teaching, and positive discipline in the classroom. They are able to facilitate growth as they model personal reflection and growth.
School and district administrators foster teacher leadership by offering a culture where new ideas are welcomed, individual initiative is seen as an asset, and the talents of others are valued.
Schools and districts recognize the power of distributed leadership with both formal as well as informal roles and opportunities for teachers to lead. Teacher leaders and administrators in both formal and informal roles recognize the power and synergy that arises from a spirit of genuine collaboration - a culture in which the contribution of each person is valued and respected.

Teacher leaders create and promote opportunities for new leaders to develop and serve, particularly encouraging and mentoring diverse peers within the school, community, and union.

They systematically support the growth of other leaders to add to the strength of the organization and eventually, to take on responsibilities as they move on to other duties.

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Our experts share their vision for teacher leaders, and the supports and actions required for them to succeed and grow throughout their careers.

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Ed Week published an interview with the authors from our course reading. The interview is incredibly valuable to us as future teacher leaders because the interviewees provide insight about the direction of teacher leadership. They explain how teacher leadership can fit into schools and districts as we move forward. Another interviewee goes on to explain that teacher leadership is more than just telling someone what to do. This mindset shift that he argues for relates well to topics we have covered in class discussion. It is also a valuable detail to address for those training to be teacher leaders. Ultimately, I chose this source because of the way it discusses the overall narrative of a teacher leader and how that can be shifted.

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Moving Beyond the Classroom: The Growing Role of Teacher Leaders

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Increasingly, teachers are playing an important leadership role in schools and districts as mentors and coaches for other educators. What does successful teacher leadership look like? What can you, as a teacher, do to move into a leadership position? Gayle Moller and Marilyn Katzenmeyer, co-authors…

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This study evaluated the efficacy of teacher leadership between school districts. The study found that placing power in the hands of teaching staff leads to better student outcomes and educational environment. This information helps further prove that teacher leadership is an important part of the school community. It also promotes furthering teacher leadership efforts which will impact all teachers. It provides more evidence for advocating for teacher leadership.

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This is a general teacher resource that provides information on numerous topics surrounding education. The website has an excellent teacher leadership section that focuses mainly on the implementation of action plans. This is a valuable resource for all teacher leaders as it provides additional perspectives on how to properly address and effect change in a school community. It relates well to information that Katzenmeyer and Moller discuss.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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The k-12 leadership organization centers around giving information to teacher leaders and prospective leaders. The source is valuable to teacher leaders because it provides various frameworks for action plans. These can be helpful to newer teacher leaders as they develop their skills and put their knowledge into practice. Having a framework available can also aid non teacher leaders in effecting a change that they want to see.

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Our use of frameworks with partners often generates tools that can support your learning and changes in your leadership practice. Below are some of the downloadable resources, including frameworks, webinars and books, that we have available.

Select a filter below to narrow your options.

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Our use of frameworks with partners often generates tools that can support your learning and changes in your leadership practice. Below are some of the downloadable resources, including frameworks, webinars and books, that we have available.