Teacher professional leadership in support of teacher professional development

• Published in: Teaching and teacher education Vol. 27; no. 1; pp. 85 - 94
• Main Authors: Taylor, Mike, Yates, Anne, Meyer, Luanna H., Kinsella, Penny
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2011; Elsevier
• Subjects: Career Development; Educational Change; Educational reform; Experienced Teachers; Expertise; Flats; Inservice Teacher Education; Interviews; Leadership; Leadership Training; Professional development; Program Effectiveness; Program Evaluation; Reforms; Senior subject advisers; Subject expertise; Teacher Leadership; Teacher Role; Teacher Surveys; Work roles; Teacher leadership; Senior subject advisers; Professional development; Educational reform; Subject expertise
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2010.07.005

Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform. ►Classroom teachers implement educational reform through formal leadership roles; ►Teacher-leaders are a credible source of professional development to their peers; ►Formal leadership roles reinvigorate the careers of experienced teachers; ►Career pathways for classroom teachers should build on pre-existing strengths