Course: Leadership and Management of Educational Institutions
Presented to: Dr. Ahmad Bilal Presented by: Khurram Rafi Ph.D Scholar Roll No. 18026101-002 Date 24-05-2018 Teacher Leadership The concepts of leading and teaching are so intertwined that every leader is a teacher, and every teacher is a leader. The art of leading students is one of the greatest challenges faced by today's teacher. The process is intensified in a prison setting where the environment for blending leadership practices is complex (Hand & Penuel, 2013). Teacher Leadership (Cont’d) • Teacher leaders lead within and beyond the classroom; identify with and contribute to a community of teacher learners and leaders; influence others toward improved educational practice; and accept responsibility for achieving the outcomes of their leadership (Katzenmeyer & Moller, 2001). Teacher Leadership (Cont’d) “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.” (York-Barr & Duke, 2004) Teacher Leadership (Cont’d) Lovett (2018) argue, engaging in leadership work whether or not they or others recognise this as a form of leadership. In this way, spheres of influence are reciprocated as teachers share their expertise and, at the same time, learn from the insights offered by their colleagues. This type of leadership is referred to as teacher leadership. TEACHER LEADERSHIP IS: • A way of organizing learning. • A way of understanding the connections between knowledge and practice. • A way of combining the explicit and tacit ways of knowing. • A way of learning the skills, abilities and capacities for developing and nurturing community among peers. • A way of negotiating the tensions between privacy and a new view of community (Lieberman, 2013). Teacher Leadership Situated in Other Conceptions of Leadership Teacher leadership is reasonably situated within four conceptions of leadership that are inclusive of formal and informal leaders: 1. Participative leadership, 2. Leadership as an organizational quality, 3. Distributed leadership, 4. Parallel leadership. The emergence of teacher leadership would seem to be more likely when these forms of leadership are present in the surrounding context of practice (York-Barr & Duke, 2004) Teacher Leadership and Distributed Leadership • Distributed leadership theory advocates that schools ‘decentre’ the leader. It reflects the view that every person in one way or another can demonstrate leadership . • Teacher Leadership emphasis upon collective action, empowerment and shared agency are reflected in distributed leadership theory. Teacher leadership is centrally and exclusively concerned with the idea that all organizational members can lead and that leadership is a form of agency that can be distributed or shared (Gronn, 2000). Who Are Teacher Leaders? Teacher leaders are both teachers and leaders. Teacher leaders are or have been teachers with significant teaching experience, are known to be excellent teachers, and are respected by their peers. • Demonstrated high levels of instructional expertise, • Collaboration • Reflection • A sense of empowerment, • Competent • Credible Who Are Teacher Leaders? (Cont’d) • Collaborative • Model effective practice. • Mentor new and struggling teachers. • Conduct professional development activities. • Raise the level of collaboration in schools. • Lead school improvement efforts. • Advocate for the needs of students. • Have strong teaching, organization, and interpersonal skills • Role model Qualities of teacher leaders as teachers • Significant experience in their • Innovative teaching fields • Seekers of challenge and growth, • Excellent teaching skills • Take risks • Extensive knowledge of teaching • Lifelong learners, and learning, curriculum, and content area • Clearly developed personal philosophy of education • Creative Qualities of teacher leaders as teachers (Cont’d) • Enthusiasm for teaching • Assume individual responsibility for actions • Respected and valued by colleagues • Viewed as competent • Sensitivity and receptivity to the thoughts and feelings of others • Cognitive and affective flexibility • Hard-working, • Able to manage workload, • Strong administrative and organizational Skills Qualities of teacher leaders as Leaders • Build trust and rapport with colleagues • Including good listening skills • Establish solid relationships • Handle conflict • Work collaboratively • Can negotiate and mediate • Influence school culture through relationships • Supportive of colleagues • Promote growth among colleagues • Effective in communicating Qualities of teacher leaders as Leaders (Cont’d) • Ability to deal with process • Effective group processing skills • Ability to assess, interpret and prioritize department and teacher needs and concerns • Solid understanding of organizational diagnosis and of the “big picture” issues in an organization • Can envision broader impact of decisions made by administrators and teachers Role of Teacher Leaders Katzenmeyer and Moller (2001) described three main facets: • leadership of students or other teachers: facilitator, coach, mentor, trainer, curriculum specialist, creating new approaches, leading study groups; • leadership of operational tasks: keeping the school organized and moving towards its goals, through roles such as head of department, action researcher, member of task forces; Role of Teacher Leaders (Cont’d) • leadership through decision-making or partnership: membership of school improvement teams, membership of committees; instigator of partnerships with business, higher education institutions, LEAs, and parent–teacher associations. Role of Teacher Leaders (Cont’d) Furthermore, (Harrison & Killion, 2007) described roles of teacher leaders 1. Resource Provider 2. Instructional Specialist 3. Curriculum Specialist 4. Classroom Supporter 5. Learning Facilitator Role of Teacher Leaders (Cont’d) 6. Mentor 7. School Leader 8. Data Coach 9. Catalyst for Change 10. Learner 11. shape the culture of their schools, 12. improve student learning, 13. influence practice among their peers. Discrete dimensions of teacher leadership role Muijs and Harris (2003) describes seven dimensions of teacher leadership role from the literature. 1. The translation of the principles of school improvement into the practices of individual classrooms. 2. Participative leadership where all teachers feel part of the change or development and have a sense of ownership 3. The mediating role. 4. Forging close relationships with individual teachers through which mutual learning takes place. 5. Undertaking action research 6. Instigating peer classroom observation 7. Contributing to the establishment of a collaborative culture in the school Developing Teacher Leadership • Be set aside for teachers to meet to plan and discuss issues such as curriculum matters, developing school-wide plans, leading study groups, organizing visits to other schools, collaborating with HEIs, and collaborating with colleagues • Being freed up for teacher leadership tasks • Give more time to collaborate with one another • Rich and diverse opportunities for continuous professional Development • Improvement of teachers’ self-confidence to act as leaders in their schools • Mentoring, Observation, Peer coaching and Mutual reflection Teachers who lead • Become inquirers into their own practice • Provide leadership through their example of becoming lifelong learners • Take risks by expanding their own comfort zones. • Inspire their peers through a continual struggle to improve their practice • Work hard expanding their own knowledge base. • Organize novice and veteran teachers into communities of support • Care about the content and character of colleagueship as well as the content of the curriculum Teachers who lead (Cont’d) • Understand that learning the culture is a critical part of leadership • Go public with their understandings of students; strategies for student learning and the organization of curriculum. • Pursue working with their peers despite sometimes negative responses. • Lead in different ways - both formally and informally (Lieberman, 2013). Why Focus on Teacher Leadership? • Benefits of employee participation; • Expertise about teaching and learning; • Acknowledgment, opportunities, and rewards for accomplished teachers; • Benefits to students (York-Barr & Duke, 2004). Why Teacher Leadership? Harris and Alambert (2003) and Holden (2002) describe that we may adopt the teacher leadership in our school to; 1. Operate the school as a professional learning community 2. Strong and measurable improvements in students’ learning 3. Building professional skills 4. Building capacity to keep the school progressing 5. Sustainable improvement in school and classroom 6. Improvement in students engagement with school Why Teacher Leadership? (Cont’d) 7. Outweighs principal leadership effects 8. Enhances teachers’ self-esteem and work satisfaction 9. Higher level of teacher performance and motivation 10. Improved confidence of teachers in their own abilities 11. Collaboration between teachers 12. Transforming schools as organizations 13. Helping to diminish teacher alienation 14. Improving the life chances of students in disadvantaged schools 15. Involvement in decision-making Why Teacher Leadership? (Cont’d) 16. Decreases in teacher absenteeism 17. Encouraging the introduction of reform 18. Mitigate the negative effects of frequent headteacher change in a restructuring school 19. Cultivates a largely untapped resource for change and improvement in schools 20. Keeps good teachers in the classroom 21. Benefits students 22. Frees principals from unrealistic expectations Barriers in developing Teacher Leadership Egalitarian values among teachers may militate against any teacher presenting her/himself as a ‘leader • Being ostracized by their colleagues • Loss of connectedness to peers when engaging in teacher leadership • Hesitant, but not hostile • Top-down management structures in schools • Fear and uncertainty Barriers in developing Teacher Leadership (Cont’d) • Selection of roles • Lack of trust between staff • Credibility with teacher colleagues • Delineation of responsibilities between teachers and administrators • Finding the right structure References • Harrison, C., & Killion, J. (2007). Ten Roles for Teacher Leaders. Educational Leadership, 65(1). • Gronn, P. (2000). Distributed Properties: A New Architecture for Leadership. Educational Management & Administration, 28(3), 317-381. • Lieberman, A. (2013). Teacher Leadership: What do we know so far? Educational Leadership. • Lovett, S. (2018). Advocacy for Teacher Leadership. University of Canterbury Christchurch New Zealand: Springer International Publishing AG. • 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. • Holden, G. (2002). Towards a Learning Community: The Role of Teacher-Led Development in School Improvement. Paper presented at the the CELSI British Council Leadership in Learning Conference, London. • Katzenmeyer, M., & Moller, G. (2001). Teacher Leadership: The "New" Foundations of Teacher Education. jstor, 408, 3-21. • Muijs, D., & Harris, A. (2003). Teacher Leadership—Improvement through Empowerment? Educational Management & Administration, 31(4), 437–448.