Can Early Careers Teachers Be Teacher Leaders? A Study of Second-year Trainees in the Teach First Alternative Certification Programme

Abstract

The most recent decade has seen a major growth in interest in teacher leadership, but there is limited research on the extent to which early career teachers can take on teacher leadership roles. In this article we explore this question by looking at teachers prepared through the alternative certification programme Teach First (TF), which aims to have its teachers take on leadership roles. We used a mixed methods approach, employing a range of quantitative and qualitative methods including surveys of TF teachers and headteachers, and 16 case studies, which included interview of TF teachers, heads, middle managers and non-TF teachers. We found that the TF teachers were keen and able to exercise leadership. This was most strongly the case for informal leadership roles like leading initiatives in the school. School support was important; senior management needs to be committed to distributed leadership, and practical hands-on support is required at the departmental level. A context that is stable and employs consistent and coherent policies makes it easier for teachers to engage in leadership. It is argued that if schools are to tap into the leadership potential of early careers teachers, initial teacher education needs to prepare them for teacher leadership.

Leadership in Diverse Learning Contexts

“…Indeed, there appears to be more focus on students as leaders than on teachers (Kythreotis et al 2010 ;Dempster and Neumann 2011 ). Muijs et al ( 2013 ) are optimistic, stating that teachers were "keen and able to exercise leadership" (p. 767), particularly in implementing new initiatives, and especially when supported by more senior teachers. Clearly, though, teachers are leaders in their classrooms, and it seems to us that it is important to understand how the changes and improvements that the school leadership is seeking are actually implemented in the classroom.…”

“…(p. 197) Lovett and Andrews ( 2011 ) highlight the collaborative nature of teacher leadership and the important facets of coconstruction, context, and service. Muijs et al ( 2013 ) countered the need for a "probation" time before leadership when they examined early career teachers, determining that they were keen and capable of leading initiatives in the school. Muijs et al ( 2013 ) countered the need for a "probation" time before leadership when they examined early career teachers, determining that they were keen and capable of leading initiatives in the school.…”

“…The principal role in leading the creation of this culture was discussed above. Additional to the principal's role and their relationships with staff, are the processes undertaken by senior management in fostering such a climate where Muijs et al ( 2013 ) identify the components being a "highly collegial culture, modelling leadership, and providing opportunities for teacher leadership" (p. 777). This was a reciprocal relationship, so in situations where a high level of trust had developed, staff also "believe[d] that the principal is benevolent, reliable, competent, honest, and open in interactions with teachers" (Hoy andMiskel 2008, p. 192, in Angelle 2010 , p. 2).…”

A Review of Empirical Research on Distributed Leadership at Schools

“…In this sense, the reviewers have figured out that distribution of leadership capacity is heavily subjected to contextual dynamics and factors at schools. It has come out that that particularly social interactions and contextual factors seem to have an influence on shaping the distribution of leadership (Gurr et al, 2005;Hulpia et al, 2011;Jackson & Marriott, 2012;Leithwood et al, 2007;Muijs, 2007;Muijs et al, 2013;Ritchie & Woods, 2007;Vennebo & Ottosen, 2011). Along with tolerance, patience and recognizing strengths and weaknesses (Muijs, 2007), especially mutual trust and open communication were recognized as the most salient emergent themes within the schools' social contexts.…”

Beginning teachers’ opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members

“…Teacher leadership is often connected to experienced or expert teachers as it is assumed that a certain level of knowledge and experience are needed to effectively improve the quality of teaching. Informal teacher leadership, however, can also be expected from beginning teachers (Carver and Meier 2013;Muijs, Chapman, and Armstrong 2013). Beginning teachers are expected to have a professional stance that allows them to define learning CONTACT Jacobiene Meirink meirink@iclon.leidenuniv.nl ICLON, Leiden University Graduate School of Teaching, Leiden, The Netherlands With informal teacher leadership we refer to how teachers, individually and collectively, improve their teacher practice and are responsible for their own professional learning and development.…”