The Role of Superintendents in Supporting Teacher Leadership: A Study of Principals’ Perceptions

Wells, Caryn M.; Maxfield, C. Robert; Klocko, Barbara Ann; Feun, Lindson

doi:10.1177/105268461002000506

Cited by 14 publications

(9 citation statements)

References 17 publications

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“…Envisioning and empowering distributed leadership is an integral component of leadership that can foster success in students and positively impacts teaching and learning (Good et al, 2016). The literature shows us that superintendents create working structures for principals to support teachers' professional development, collaboration and continued growth which can in turn support the work of innovation over time (Wells et al, 2010). In our study, Jerri pointed out the importance for the district leader to "build an enthusiasm" by encouraging professional development.…”

Section: Change-ready District Leaders Know Their Learning Communitymentioning

confidence: 75%

The change-ready leadership of technology-savvy superintendents

Sterrett

Richardson

2019

JEA

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Purpose The purpose of this paper is to help the researchers sought to take a closer look at the technology challenges facing district superintendents in today’s leadership climate. Design/methodology/approach The authors chose semi-structured interviews as the data collection method. Through 45 min, one-on-one, semi-structured telephone interviews, the researchers were able to collect data about overcoming the challenges of being a modern technology-savvy superintendent. Findings Through the analysis, the authors identified four themes related to the challenges faced by these district leaders, including meeting the needs of stakeholders, supporting professional development, fostering mindset changes and addressing a fear of the unknown. Research limitations/implications This study only relied on interviews and did not examine evidence from the field, such as site visits or artifact examination. Practical implications This study provides the field with insights into the role of the change-ready district leaders who foster lasting technology-infused transformation. Social implications While challenges for any district leader wishing to make long-lasting change exist, there are district leaders today who embody second-order change leadership when overcoming the challenge of school technology leadership. These technology-savvy superintendents play an important role as whole-system change agents. Originality/value This study highlighted that there many district leaders today who embody second-order change leadership in helping move their districts forward.

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Section: Change-ready District Leaders Know Their Learning Communitymentioning

confidence: 75%

The change-ready leadership of technology-savvy superintendents

Sterrett

Richardson

2019

JEA

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“…The research literature underscores the importance of this distinction. For example, a teacher’s involvement in instructional improvement requires availability of time to meet with other teachers and other supports for joint activity (Gigante and Firestone, 2008; Wells et al , 2010). While this support may come through school administrators, a formally designated role is not a guarantee that necessary supports will be in place (Coburn et al , 2010; Gigante and Firestone, 2008; Smylie and Denny, 1990; Weiner, 2011).…”

Section: Discussionmentioning

confidence: 99%

Teacher leadership: toward a new conceptual framework

Berg¹,

Zoellick

2019

JPCC

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Purpose -Conceptual ambiguity about the term "teacher leadership" has retarded development of useful research on this topic. The purpose of this paper is to propose a conceptual framework that researchers might utilize to clarify key assumptions embedded in their use of the term "teacher leadership," enabling members of this research community to better understand and build upon each other's work and to develop a knowledge base on teacher leadership. Design/methodology/approach -In 2016 a community of researchers convened in a conversation about their varied conceptions of teacher leadership. The authors analyzed documentation from this convening to identify key ways in which members' conceptions of teacher leadership diverged. They then drew upon the teacher-leader research literature and their own experiences with teacher-leader initiatives to propose a conceptual framework that would support researchers to define teacher leadership in ways that meet established criteria for an empirically-useful concept. Findings -Four dimensions of teacher leadership that should be referenced in an empirically-useful definition of teacher leadership are: legitimacy, support, objective and method. It is hypothesized that clarifying one's assumptions about each of these dimensions and providing descriptive evidence of how they are instantiated will address the conceptual ambiguity that currently stymies the accumulation of knowledge in this field. Originality/value -This paper presents a framework that can provide a strong foundation for the development of a knowledge base on teacher leadership, which is needed to inform education leaders' efforts to maximize teachers' leadership influence as asset for improving teaching, learning and schools.

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“…Addressing the inherent challenges to leadership development within P12 schools requires thoughtful and intentional actions by principals and superintendents (Wells et al, 2010).…”

Section: Implications For Teacher Leadership Developmentmentioning

confidence: 99%

“…The significant emphasis on preparing teachers as leaders for expanded roles is evidenced in the literature, and the case is strong (Berry, Byrd, & Wieder, 2013; Elmore, 2004; Leana, 2011; Smylie, Conley, & Marks, 2002). Teaching can no longer be viewed as simply technical and managed work—as if, considering its essence ever could be—but rather an enabled profession through policies, administrative practices, and formal professional learning experiences that intentionally seek out and develop knowledge, skills, dispositions, and varying abilities in teachers themselves, both individually and ever increasingly collectively (Barth, 2001; Coggins, Peske, & McGovern, 2013; Talbert, 2011; Wells, Maxfield, Klocko, & Feun, 2010).…”

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confidence: 99%