ISSUES IN TEACHER LEADERSHIP

Teacher Leadership is Linked to Higher Student Test Scores in New Study: Will (2017) conducted
a study on teacher leadership and student test scores. The survey participants were nearly 1
million teachers from more than 25,000 schools in 16 states. The findings linked teacher
leadership to student test scores. The study showed a correlation, not a causation, that showed
that teachers are closest to students, so they know what students need to improve. The two
teacher leadership areas that have the strongest relationship to student achievement are
related to schoolwide policy: being involved in school-improvement planning and establishing
student conduct policies. The study also found that teacher voice in student behavioral and
discipline decisions has more of an effect on academic success than teacher control over
instruction. Teachers know that what may work for one classroom may not work for the other.
Having the ability to implement rules and procedures that work for your classroom and
students gave the teachers a sense of ownership in their classroom.

Teacher Leaders Creating Cultures of School Renewal and Transformation: Beachum and
Dentith (2004) conducted a study about teacher leadership as a model and theory of leadership
for school renewal. The participants were 25 teacher leaders in five schools within a large
midwestern city school district. Data was collected through unstructured interviews and
observations of teachers. The findings were three central themes that explained the presence
of and support of teachers as leaders. The first was specific types of school structures. The
second was particular processes and identities practiced and shared among the teachers
interviewed. The third was a certain and deliberate use of outside resources along with
consistent, strong community relationships. The authors found that the first theme showed
that all five schools had particular school structures and organizational patterns in place. Strong
teacher teaming was present according to grade level or subject, committee work on issues and
events relevant to everyday teaching, and learning. The second theme showed that particular
processes among teachers and administrators were present. One example was that teachers
initiated changes at a variety of levels and felt encouraged and supported to do so. Another
example was that administrators were perceived as open to ideas of change and seemed to
readily embrace innovation. The third theme showed that teachers placed a strong emphasis
on engaging with a larger community beyond the school. For example, all used or attempted to
get grant money and foundation support to promote their work and their schools. A large
percentage would obtain funding for innovative programs and the teachers seemed to know
how to obtain and maintain support from several community entities simultaneously. What this
study ultimately showed is that it is important to have strong teacher leadership and strong
management that work well together to drive the school to success and renewal.

Exploring the Literacy Leadership Practices of Literacy Teacher Educators: Sharp, Raymond, and
Piper (2020) conducted a study about current literacy leadership practices of literacy teacher
educators and challenges they encounter during their literacy leadership pursuits. The
participants were 65 experienced literacy teacher educators affiliated with university-based
teacher preparation programs located in the South Central United States. The authors used a
survey research design that they conducted over a five-month time frame. The findings for the
quantitative part of the survey were the different ways in which the respondents engage as
literacy leaders. The highest response was reading various types of literature. More than half
the participants read professional journals that report effective practices and an almost equal
number read professional journals that report research. The lowest response was attending
various types of professional learning activities. The findings showed that more than half the
participants attend activities hosted by professional organizations but only one-third of
participants attended activities hosted by regional education service centers or state agencies.
Four additional ways were reported under an “Other” option and those focused on
collaboration among literacy teacher educators, individuals who were not teacher educators,
and with individuals accessible through digital platforms. The findings for the qualitative part of
the survey showed three themes that the participants described as challenges encountered
during their literacy leadership pursuits. The first was inadequate resources. For example,
participants mentioned that lack the time to observe others practices to make sure they are up-
to-date and a lack of funds to cover travel costs to conferences. The second theme was limited
partnerships. The participants mentioned that they would like more opportunities to connect
with other literacy educators and other educational entities. The third theme was a constraint
with professional learning activities. The participants lacked the availability of online training
and webinars that address current and relevant content. The authors suggested that
administrators must provide opportunities to collaborate with literacy teacher educators,
administrators must prioritize and strengthen their support of ongoing professional learning,
and leaders in professional organizations should identify ways they may support literacy
teacher educators as literacy leaders.

These three articles suggest that teacher leadership has many positive effects on instruction,
students’ performance, and school environment. Whereas Will found a strong relationship
between teacher leadership and student achievement in the area of schoolwide policy: being
involved in school-improvement planning and establishing student conduct policies, Beachum
and Dentith found three themes 1) specific school structures and organizational patterns; (2)
particular processes and identities; and (3) a deliberate use of outside resources with
consistent, strong community relationships that show the positive impact of teacher leadership,
and Sharp, Raymond, and Piper demonstrated the different ways literacy teacher leaders stay
current in their practices and the challenges they face. I found the articles very informative and
they helped me understand the ways my teacher leadership can create a positive impact on
others, my school, and my students. I got to see some viewpoints on how schools are creating a
positive learning environment where administrators and teachers work well together and
teachers are given that leadership role and voice to create positive change at their schools. One
takeaway that I want to look in to is how teachers are getting grants for their schools. I love
hearing how some teachers have been gaining grants to create or incorporate an innovative
learning program at their schools.

Will, M. (2017). Teacher Leadership is Linked to Higher Student Test Scores in New Study.
Education Week Teacher.
Beachum, F. and Dentith, A. (2004). Teacher Leaders Creating Cultures of School Renewal and
Transformation. The Educational Forum, 68.

Sharp, L.; Raymond, R.; Piper, R. (2020). Exploring the Literacy Practices of Literacy Teacher
Educators. Teacher Educators' Journal, 13.