Critical questions remain unanswered in research on teacher leadership

[...]it is difficult to form consensus about what teacher leadership is. [...]teacher leaders who lack confidence, resist change, or are novice leaders often were not credible to their colleagues. Facilitating factors include professional development in content, pedagogy, and leadership skills; part...

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Bibliographic Details
Published inThe learning professional Vol. 38; no. 4; p. 22
Main Author Killion, Joellen
Format Journal Article
LanguageEnglish
Published Oxford National Staff Development Council 01.08.2017
Subjects
Classrooms
Instructional Leadership
Leadership
Learning
Lifelong Learning
Literature reviews
Researchers
Responsibilities
Students
Studies
Teacher Leadership
Teachers
Teaching
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Summary:[...]it is difficult to form consensus about what teacher leadership is. [...]teacher leaders who lack confidence, resist change, or are novice leaders often were not credible to their colleagues. Facilitating factors include professional development in content, pedagogy, and leadership skills; participation in networks of other teacher leaders; sufficient resources; clear administrative support and encouragement; appropriate autonomy to make decisions; productive working environment including scheduling time, clear norms of trust, share leadership, risk-taking, and continuous learning; defined responsibilities and job descriptions; and compensation or recognition. Practitioners who want to elevate the significance and visibility of their teacher leadership efforts have a responsibility for clearly defining teacher leadership, establishing its purpose and theoretical framework, creating the conditions and structures that support it (see A Systemic Approach to Elevating Teacher Leadership, Killion et al., 2016), preparing and supporting teacher leaders, and evaluating the effects of teacher leadership on teacher leaders, their colleagues, their school, school system, and communities, and their students.
ISSN:2476-194X