A fresh look at graduate programs in teacher leadership in the United States

Teacher leadership enactment in professional learning community contexts: towards a better understanding of the phenomenon

“…Since then, it has gained a footing in the educational reform discourse in varying extent but predominantly in Western Anglophone countries. Notwithstanding the lack of agreement on the definition and conceptualisation of the term for the last 20 years (Leonard, Petta, and Porter 2012), the definition given by York- Barr and Duke (2004, 287-288) seems to be most compelling -that is, 'the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement'. This conceptualisation was derived from their empirical literature review on teacher leadership resulting in an overarching conceptual framework.…”

“…Although these conceptualisations are less overarching and consolidating than York- Barr and Duke's (2004), what is telling is that the understanding of teacher leadership and the establishment of its construct are not easily accomplished, bearing in mind the need to be encompassing yet distilling. Leonard, Petta, and Porter (2012) claimed that numerous studies over the last 20 years have wrestled with the definition and conceptualisation of teacher leadership. In their analysis of selected studies that directly or indirectly pertain to teacher leadership, they concur with the definition of teacher leadership outlined by Katzenmeyer and Moller (2001, 6) -that is, 'Teacher leaders lead within and beyond the classroom; identify with and contribute to a community of teacher learners and leaders; influence others toward improved educational practice; and accept responsibility for achieving the outcomes of that leadership'.…”

“…Huffman and Jacobson 2003;Hipp and Huffman 2010), the role of teacher leadership supporting PLCs tends to be neglected. This could be due to the lack of agreement on the definition, conceptualisation and operationalisation of the concept for the last 20 years (Leonard, Petta, and Porter 2012). Understandably, this also leads to the weak empirical base supporting the claims on its effects (York- Barr and Duke 2004).…”

A review of the empirical research on teacher leadership (2003–2017)

“…Many writers support a view, that despite different interpretations, the key characteristics or features of teacher leadership remain the same. For example, Cooper et al, (2016, p. 87) Only six articles in the review explicitly stated their chosen definition of teacher leadership (e.g., Hairon et al, 2015;Leonard et al, 2012;Snoek et al, 2017). In contrast, eleven articles…”

“…Teacher leadership was associated with peer collaboration (e.g. meetings of professional learning communities) or informal interactions (e.g., daily interactions, sharing and communication with other teachers) (see Nolan and Palazzolo, 2011) based on mutual benefit, respect, and trust (see Grant, 2006;Leonard et al, 2012;Nolan and Palazzolo, 2011). It was argued that teacher…”