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Identifying and Empowering Instructional Leaders

Bridgett M. Bates

Grand Canyon University

EAD 533: Developing and Empowering Instructional Leaders

Dr. Tammie Patterson

August 16, 2023

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Identifying and Empowering Instructional Leaders

Part 1: Analyze the Case

When considering the scenario at hand, it becomes clear that several stakeholders need to

be brought into the discussion to provide a thorough strategy to identifying and developing

instructional leaders. Effective teacher leadership requires cooperation between a variety of

stakeholders, including administrators, teachers, and other school staff, according to Levin and

Schrum (2016). The stakeholders involved include:

 Current Leadership Team: Holding a group discussion with the existing team members

might reveal insights into their experiences, difficulties, and recommendations for

development.

 Seasoned Teachers: Talking with these educators one-on-one or in small groups can help

you understand their worries, how they feel about change, and how they see their roles as

leaders.

 Less Experienced Teachers: In a similar vein, involving these educators both individually

and in groups can help release their excitement and fresh perspectives.

 Assistant Principals: It is essential to work together with the assistant principals to obtain

understanding of current issues, teacher dynamics, and prospective solutions.

 Non-administration Leadership: By including other non-administrator leaders it is

possible to have a comprehensive view of the goals and needs of the school.

 Parent and Student Representatives: Including these parties can offer more perspectives

on the qualities that instructional leaders should possess.

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Each stakeholder's voice will be heard throughout these discussions, which can take place both

individually and in groups. The process should be organized, starting with individual meetings,

moving on to group discussions, and ending with decision-making within a realistic time limit.

Part 2: Identifying the Larger Issues

A recognition ceremony or an acknowledgement during a staff meeting can be planned to

acknowledge the efforts of the leadership team from the previous year. This would draw

attention to their accomplishments and build momentum.

Avoiding controversy, upholding the status quo, and not upsetting the dynamic could all

be potential benefits of doing nothing. On the other hand, unresolved problems may result in

stagnation, a lack of creativity, and staff unhappiness.

The leadership team may be revitalized, collaboration could be fostered, and progress

could be encouraged by taking action. Supporting teachers in leadership positions develops a

culture of collaboration and presents possibilities for professional advancement, claims Mack

Trapanese (2017).

Negative results could include opposition, disputes, and disturbance of the existing

environment.

To make wise selections, more information is required. This can entail evaluating the

abilities and traits required in instructional leaders, comprehending the obstacles to engagement,

and coming up with solutions for resistance. According to Ford et al. (2008), individuals should

view leadership positions as chances to develop their identities and contribute to the larger

school community.

Part 3: Crate an Action Plan

Developing a Leadership Culture

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The following actions can be implemented to motivate teachers to assume leadership

roles:

 Professional Development: Provide leadership skills training and workshops with a focus

on teamwork, communication, and problem-solving.

 Rewards and Incentives: Give awards, public praise, and non-cash incentives as means of

recognizing and rewarding leadership initiatives.

Selection Method

 Clarity in Roles: Outline the duties, obligations, and demands of leadership positions.

 Application Process: Establish an application procedure that allows for self-nominations,

nominations from peers, and administrator recommendations.

 Evaluations: Evaluate candidates' potential for leadership and how well they fit into the

school's mission by conducting interviews and evaluations.

Critical Stakeholder Involvement

 Teacher Input: Allow teachers to share their thoughts on the issues they confront and the

leadership traits they value.

 Collaborative Decisions: Create a selection committee made up of teachers,

administrators, and other interested parties to reach a decision.

Taking on Challenges

 Opposition: Overcome opposition by openly discussing the advantages of leadership

positions, allowing for feedback, and addressing concerns.

 Conflict Management: Establish a clear conflict management procedure to handle any

issues that may occur during the hiring process or teamwork.

How to Win Teachers' Support

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 Communicate openly about the importance of leadership roles, how they help schools get

better, and how they help people get better in their jobs.

 Peer Mentoring: Assign newer members of the leadership team to more seasoned ones for

mentoring and advice.

Giving the New Team Power

 Help During Transition: Show your appreciation for the service and accomplishments of

departing team members by providing help during their transition.

 Plans for Professional Development: Create individualized plans for professional

development for the new team members to guarantee their success.

Hold a transition meeting to thank the departing members of the present leadership team for

their contributions. Offer possibilities for continuous participation and talk about how their

experiences will continue to improve the school. Encourage team members to feel empowered by

providing mentorship, setting clear standards, and investing in ongoing professional

development.
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References

Ford, J., Harding, N., & Learmonth, M. (2008). Leadership as Identity Constructions and

Deconstructions. Palgrave Macmillan.

Levin, B. B., & Schrum, L. (2016). Every teacher a leader. SAGE Publications.

Mack Trapanese, E. (2017). Helping Teachers Become Leaders. Education Digest, 83(3), 37–39.