Teacher Leadership Review

Article 1: Calderone, Kent, and Green (2016) conducted a study about how student performance
is affected by teacher leaders in advanced math and science classes as well as on-level math and
science classes. The participants were 173 eighth grade students and eight teachers, with four of
them being teacher leaders. The findings were that teacher leaders helped increase student
achievement in advanced math and science classes, but did not effect student performance in
regular education classes. There were some limitations to the research study which include the
small sample size of participants which can increase the margin of error in the experiment. Also,
the teachers in the advanced teacher positions were picked by only one administrator, likely to
have already possessed more knowledge of content matter than the teachers in the regular
education classes, and only taught math and science. The authors suggested that future research
should include a study with more qualitative data, a larger sample size, and including teachers
who taught subjects other than math and science. Their findings also may suggest that at this
school, teachers who are inclined to teach advanced classes, may have more leader like
personalities.
Article 2: Beachum and Dentith (2004), conducted a study about teacher leader qualities. The
participants were twenty five teacher leaders from five different schools in a large midwestern
city school district. The findings were that several recurring themes were found amongst these
schools which fostered teacher leaders. Through interviews and observation the themes of
specific school organizational structures, processes and identities, and a focus on community
resources and relationships. The authors suggest that administrators play an important role in
creating teacher leaders by accepting and encouraging new ideas, learn to delegate more
decisions to teachers, and finding ways to identify teachers with leadership potential. They
suggested that teachers also need to assert advocate for their own involvement to take on
important roles in the school.
Article 3: AlShahrani, Mann, and Joy (2017) conducted a study about the effectiveness of real-
time versus immediate feedback in the classroom setting. The study was done with 11 lecturers
and included 112 students using a clicker system to acquire immediate feedback of student
understanding during lessons. Benefits of this interactive clicker system showed improvements
in student engagement, motivation, and higher order thinking skills. Limitations included many
technological issues from both the students and educators. The authors suggested that this
type of feedback is both beneficial to the student learning experience as well as gives educators
insight into their pedagogy.
Compare/Contrast Articles:  These articles suggest that all teachers can be and should be
encouraged to become teacher leaders to make positive impacts on students as well as the school
community. Calderone, Kent, and Green suggested that teacher leaders might be chosen based on
content knowledge while Beachum and Dentith suggested that administrators play a significant
role in the support of creating successful and effective teacher leaders.
How Articles Inform Your Teaching Practice: These articles confirm that teacher leader
characteristics and qualities are valued and do positively impact student learning. I also realize
that it is crucial to assert myself in order to become a teacher leader by communicating with
administration my suggestions to better student learning performance, increase the teacher
experience, and promote ideas that will benefit the whole community.
Citations
Calderone, S., Kent, A., & Green, A. (2016). Teacher Leaders and Student Achievement: can the dots
be connected? Revista Eletrônica de Educação, 12.  

Beachum, F. and Dentith, A. (2004). Teacher Leaders Creating Cultures of School Renewal
and Transformation. The Educational Forum, 68.
AlShahrani, A., Mann, S., & Joy, M. (2017). IMMEDIATE FEEDBACK: A NEW MECHANISM
FORREAL-TIMEFEEDBACK ON CLASSROOM TEACHING PRACTICE. Retrieved March 05, 2021,
from https://aircconline.com/ijite/V6N2/6217ijite02.pdf