Teacher Leadership: An Assessment Framework for an Emerging Area of Professional Practice

Abstract

This paper examines various definitions and frameworks that have been used to justify the emergence of a new category for the teacher professional: teacher leader. The emergence of this new professional category may lead to greater retention levels, and improved knowledge management and transfer within the teaching profession. Various key dimensions of this profession are examined, allowing us to highlight some key personal skills that would appear requisite for the teacher leader. An agenda for developing and validating assessments of teacher leadership is then proposed. It is argued that these assessments have the potential of legitimizing research within this field, as well as providing the opportunity to better understand what it takes to become a successful professional in this new domain of teaching practice.

A Model to Explain Teacher Leadership: The Effects of Distributed Leadership Model, Organizational Learning and Teachers' Sense of Self-Efficacy on Teacher Leadership

“…Okulun kültürel ve yapısal özellikleri öğretmen liderliğini etkilemektedir (Jackson, Burrus, Bassett ve Roberts, 2010). Okul bağlamında öğrenmeye odaklanma bu faktörler arasında araştırmacılar tarafından en sık belirtilen faktörlerden biridir (Barth, 2001;IEL, 2011;Jackson vd., 2010).…”

KEPEMIMPINAN SEKOLAH : Efektivitas dan efisiensi dalam Peningkatan Guru

“…Kepemimpinan dapat diolah sejak awal karier guru (Hummel, 2009). Namun, kepemimpinan guru belum sepenuhnya dioperasionalkan di sekolah umum negara kita (Helterbran, 2010), dan kurangnya penelitian empiris tentang kepemimpinan guru tetap ada (Jackson, Burns, Bassett & Roberts, 2010). Selanjutnya, istilah "kepemimpinan guru" belum didefinisikan dengan baik (Neumerski, 2012).…”

Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools

“…Coaches can take various roles including learning facilitators, catalysts for change, classroom supporters, data coaches, resource providers and coordinators. In relation to learning teams, teacher leaders can aid in the creation of the culture of collaboration by engaging with other teachers to meet the needs of the students (Jackson, Burrus, Bassett & Roberts, 2010).…”