First Article: Johnson, S. & Donaldson, M. (2007).

Overcoming the Obstacles to

Leadership. Educational Leadership, 65(1) This article addresses the challenges of
second-stage teachers, a term given by teachers with 4 to 10 years teaching
experience, as they transition into leadership roles. These roles may include, but
are not limited to, data analyst, instructional coaches and curriculum specialist.
Although these teachers are identified by administration for personal successes in
their classroom, it may be difficult to scale up the same results school wide. The
article follows the experience of Lacey, a social studies teacher, that found her
niche in project based learning. Unfortunately several factors such as an undefined
role, uncooperative teachers, as well as lack of sufficient support from
administration can become major obstacles for teacher leaders. In conclusion, “the
teacher leaders … interviewed coped with and a teaching culture that prized and
protected norms of egalitarianism, seniority, and autonomy Because their roles
were ill defined, these teacher leaders had to devise ways to be seen as legitimate
and to gain access to teachers and classrooms without being rejected or becoming
disheartened.” Several solutions identified in the article was support from
administration, a defined role, and relationships with colleagues.

Second Article: Pounder, J. (2006). Transformational Classroom

Leadership. Educational Management Administration & Leadership, 34(4).
This article begins with a history of teacher leadership and outlines how it
progresses in waves. Initially teacher leaders were confined to the role of
department chairs and eventually transitioned into, “the ability of the teacher leader
to ‘navigate the structures of schools, nurture relationships, model professional
growth, encourage change, and challenge the status quo” (Silva et al, 2000). This
newly defined role as a lead teacher often has multiple roles and must possess
specific skills in order to be effective. Theses roles include mentoring and
facilitating professional development. When implemented efficiently
transformational leadership is the result. According to Bass, the characteristics of
transformational leadership are: idealized influence or charisma, inspirational
motivation, individual consideration and, intellectual stimulation.

Compare/Contrast Articles: These articles suggest that teacher leadership is a

crucial component of any successful school. While Johnson et al focus on the
obstacles encountered by teacher leaders and provides solutions for overcoming
them, Pounder defines teach leadership itself and discusses how it has evolved
overtime. As a teacher leader I believe that both articles neglect to mention one
glaring issue, well two: time and finances. The first article states that clearly
defined roles should be defined by the administration. As the vice principal my
role has clearly been defined. What has not is the fine line between my time
allocations as a teacher and vice principal. I find myself struggling to fulfill both
duties despite my best efforts and a 12 to 13 hour work day, which does not include
additional work when I leave the campus. Also teacher leadership is gratifying as I
have developed a relationship with my peers and we feed off of one another.
However the financial compensation is little to none. Most teacher leaders
sacrifice the additional time for the greater good and this can lead to burn out. The
second article discusses the evolution of teacher leadership however many of the
concepts, in my humble opinion, are theoretical but nearly impossible. I believe
the leadership is a calling that must be cultivated and supported. Does that
happen? I’m not so sure.