Portfolio Part 3

Beth Henley
The Effect of Teacher Leadership on Students’
Purposeful Learning
Authors' Fernandez and Lopez Gonzalez explored the significance of teaching leadership
in fostering student learning and flourishing. The participants were 200 first-year
university students in Spain. The findings revealed five distinct leadership traits or styles
demonstrated by high school teachers: empathetic leadership, comforting leadership,
motivating leadership, exemplary leadership, and wise leadership. The authors suggested
that these traits, often observed during moments of student weakness and vulnerability,
play a critical role in shaping student character education and fostering personal growth.
This literature is related to CSTP #5 in that it emphasizes the importance of creating and
maintaining a positive learning environment that promotes student engagement and
well-being. As a teacher leader, this article reminds me that I should strive to embody
these leadership traits and build a supportive and nurturing classroom atmosphere
where students feel empowered to learn and grow.
Verónica Fernández Espinosa & Jorge López González (2023) The effect of teacher
leadership on students’ purposeful learning, Cogent Social Sciences, 9:1, DOI:
10.1080/23311886.2023.2197282
Leadership in Science Education

Report or Policy: NSTA (2022) explored the crucial role of science leaders in implementing
science education reform. Data drew from NSTA's advocacy and expertise in science education
policy and practice. The findings underscored the importance of science leaders in fostering
effective teaching and learning practices, curriculum development, professional development,
and assessment strategies in alignment with national standards. NSTA suggested that science
leaders cultivate networks, collaborate with administrators and policymakers, and receive
adequate support to drive systemic reform successfully. This literature is related to CSTP #5 in
that it emphasizes the significance of creating a positive learning environment and promoting
student engagement and achievement. As a teacher leader, this report reminds me that I should
actively engage in advocating for effective science education policies, collaborate with
colleagues and administrators, and continually strive to improve science instruction and
curriculum to meet the needs of all students.

Citation: National Science Teachers Association (NSTA). 2016. NSTA Position Statement:
Leadership in Science Education.
Comparing and Contrasting the 2 Articles
These two articles suggest that effective leadership is crucial for implementing science education
reform. However, while NSTA (2022) emphasizes the role of science leaders in driving systemic
reform, the research by Fernandez and Lopez Gonzalez focuses on characterizing teaching
leadership in high school settings.

NSTA (2022) recommends that science leaders cultivate networks, collaborate with administrators
and policymakers, and receive adequate support to foster effective teaching and learning practices
aligned with national standards. On the other hand, Authors' last names (year) suggest that high
school teachers exhibit various leadership traits, such as empathetic, comforting, motivating,
exemplary, and wise leadership, which significantly influence student learning and character
development.

As a teacher leader, these articles inform my practice by highlighting the nature of leadership in
education. They emphasize the importance of collaboration, professional development, and support
systems for driving educational reform effectively. Integrating insights from both articles, I can
strive to embody diverse leadership traits while advocating for systemic change in science
education and fostering a positive learning environment for all students.