Leading Together and in Collaboration

First Article:

Hunzicker, J. (2017) conducted a study about eight teachers transitioning into becoming
a teacher leader when formally being a teacher. The study highlights the many factors
that contribute to a teacher evolving into a leader. The participants were from various
grade level settings and from various districts and geographical regions. The findings
were that most teachers begin influencing more people over a period of time but the
process of becoming a teacher leader takes more time. The author suggests that
collaboration amongst educators creates a shared insight and leads to a more inclusive
professional community. In conclusion, the author describes that if educators do not
view themselves as a leader they can still in fact be a leader.

Second Article:

The Center for Comprehensive School Reform and Improvement (2005)

(Links to an external site.): conducted multiple studies about how teachers contribute to
improving a school based on their leadership characteristics. The participants were
novice teachers from various districts. The findings were that the study was inconclusive
but research does outline the importance of having novice teachers share their vision for
school improvement in order to sustain school reform efforts. The authors suggested
that it is crucial to expand any leadership programs within a school for teachers to
ultimately better support educators.

Third Article:

Miller (2020) conducted a study about creating effective professional learning

community meetings to improve student achievement. The participants are all educators
that contribute to learning communities. The findings were that when PLC meetings
have clear norms and expectations that educators can grow and thrive as leaders in
their grade level. The authors suggested that PLC meetings require strong leaders in
order to make for better practice. Further, the author outlines the importance of having a
clear and concise decision making model and recommends using the Gradients of
Agreement model to best organize PLC meetings.

Compare/Contrast Articles:

These three articles suggest that all teachers have the characteristics and capabilities to
become effective teacher leaders in their schools and districts. Hunzicker suggests that
educators can become leaders even if they do not view themselves as one. However,
the author Miller of my third article recommends that educators have a clear and
concise vision of leadership and their independent roles in the professional learning
community. The Center for Comprehensive School Reform and Improvement (Links to
an external site.) recommended that schools have programs that offer teachers the
ability to grow as teacher leaders.

How Articles Inform Your Teaching Practice:

The articles inform my teaching practice by outlining the importance of being an active
participant in the school community in order to grow and evolve as an educational
leader. It also emphasizes the critical role that teachers play in the growth and
expansion of the educational system of a school.

These articles Provide citation for article:

Hunzicker, J. (2017). From Teacher to Teacher Leader: A Conceptual Model.

International Journal of Teacher Leadership, 8(2).

The Center for Comprehensive School Reform and Improvement (2005). "Research
Brief: What does the research tell us about Teacher Leadership?" Washington, DC.
https://www.readingrockets.org/article/what-does-research-tell-us-about-teacher-leaders
hip

(Links to an external site.)

Miller, Andrew (2020). “Creating Effective Professional Learning Communities”

https://www.edutopia.org/article/creating-effective-professional-learning-communities

(Links to an external site.)