scholarly journals Teachers as leaders : empowering teachers to lead instructional change

2019 ◽  
Author(s):  
◽  
John T. Tennett, Jr.
Keyword(s):  
Instructional Change ◽  
Empowering Teachers ◽  
Teachers As Leaders

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

scholarly journals Teacher Leader Administrators: Part 3 of a Symposium on Teachers as Leaders

Schools ◽  
2017 ◽  
Vol 14 (1) ◽  
pp. 89-114
Author(s):  
Lisa Smulyan ◽  
Jarrod Green ◽  
Jennifer Lunstead ◽  
Becki Norris
Keyword(s):  
Teacher Leader ◽  
Teachers As Leaders

Developing Teachers as Leaders

2010 ◽  
Vol 42 (6) ◽  
pp. 25-32 ◽  
Author(s):  
Jeff Wetzler
Keyword(s):  
Teachers As Leaders

Teacher-pupil-parent triads: A typology of interpersonal interaction in the context of learning a musical instrument

2009 ◽  
Vol 13 (2) ◽  
pp. 387-413 ◽  
Author(s):  
Andrea Creech
Keyword(s):  
Musical Instrument ◽  
Third Party ◽  
Interpersonal Interaction ◽  
Interaction Patterns ◽  
Cluster Membership ◽  
Empowering Teachers ◽  
Interaction Types ◽  
Context Of Learning ◽  
Depth Interviews ◽  
Measuring Control

The main objective of this research was to create a typology of teacher-pupil-parent interpersonal interaction in the context of learning a musical instrument. Three hundred and thirty-seven teacher-pupil-parent triads participated in the research, completing a survey measuring “control” and “responsiveness”. Factor analysis revealed a number of underlying interpersonal dimensions. A cluster analysis was carried out, using control and responsiveness factors as predictors of cluster membership. A model of six distinct interaction types was revealed and validated with in-depth interviews with teacher-pupil-parent triads representing each cluster. Clusters 1, 2 and 3 were each conceptualised as a primary dyad plus a third party, while Cluster 4 was represented as two primary dyads connected by one common member. Cluster 5 was characterized by very little communication between any two of the three individuals, while Cluster 6 was characterized by reciprocity amongst all three participants. This model of interaction types provides a framework within which teachers may interpret their own teacher-parent and teacher-pupil experience, potentially empowering teachers to alter their interaction patterns when migration from one cluster type to another is deemed to be appropriate in terms of enhancing learning or teaching outcomes.

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