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What is Teacher Leadership

Chapter 23
Handbook of Research on the Educator Continuum and Development of Teachers
A process where teachers go beyond their classroom responsibilities and assume informal and formal roles within the school to influence and enhance instruction and learning for all students.
Published in Chapter:
Teacher Leadership: Supporting Special Educators' Career Development
Marie Tejero Hughes (University of Illinois at Chicago, USA), Amanda H. Passmore (Purdue University Northwest, USA), and Daniel M. Maggin (University of Illinois at Chicago, USA)
Copyright: © 2022 |Pages: 22
DOI: 10.4018/978-1-6684-3848-0.ch023
Abstract
The development of special education teacher leaders has been a challenge in part due to difficulties in retaining special educators in the field. Special educators report several reasons for leaving the profession including not having opportunities for individual development and lacking influence. This high level of special educator turnover impacts the development of special education teacher leadership, given that many leave before they are fully established. In this chapter, the authors highlight what was learned from a series of research studies that focused on gaining an understanding of special education teacher leadership in schools. The authors also outline the findings from discussions with special educators at different stages of their careers regarding their aspirations and ways to support their career development in relation to teacher leadership. The chapter concludes by discussing some professional development opportunities that the authors have engaged in with special educators to develop leadership skills and experiences.
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Chapter 2
Instructional Leadership: Whose Role Is It Anyway?
Teachers who hold the professional identity as an educator who demonstrate leadership within the classroom, school, community and beyond, either through formal or informal roles.
Published in Chapter: Instructional Leadership: Whose Role Is It Anyway?; From: Empowering Formal and Informal Leadership While Maintaining Teacher Identity
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Chapter 18
Micro-Credentialing Teacher Leadership: Coaching Digital Professional Development
The leadership displayed by a teacher leader in supporting a group of teachers towards a shared goal.
Published in Chapter: Micro-Credentialing Teacher Leadership: Coaching Digital Professional Development; From: Handbook of Research on Credential Innovations for Inclusive Pathways to Professions
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Chapter 7
Special Education Teacher Leadership: A Vital Component in Enhancing Inclusionary Practices in Schools
A process where teachers go beyond their classroom responsibilities and assume informal and formal roles within the school to influence and enhance instruction and learning for all students.
Published in Chapter: Special Education Teacher Leadership: A Vital Component in Enhancing Inclusionary Practices in Schools; From: Empowering Formal and Informal Leadership While Maintaining Teacher Identity
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Chapter 1
From Pixels to Picture: A Framework for Mindful Teaching
A teacher who continues to teach students and also has influence extending beyond their classrooms to others within their school and community.
Published in Chapter: From Pixels to Picture: A Framework for Mindful Teaching; From: Empowering Formal and Informal Leadership While Maintaining Teacher Identity
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Chapter 3
Evidence-Based Instructional Coaching to Improve Writing Instruction in Elementary School
Formal and informal roles, where teachers employ leadership skills for advocacy, instruction, policy, and peer-to-peer influence.
Published in Chapter: Evidence-Based Instructional Coaching to Improve Writing Instruction in Elementary School; From: Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction
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Chapter 12
Teacher Leadership as a Teacher Career Path
A term is generally used at schools to refer to teachers having leadership roles and additional professional responsibilities. This term is closely related with shared leadership.
Published in Chapter: Teacher Leadership as a Teacher Career Path; From: Vocational Identity and Career Construction in Education
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Chapter 7
Student-Authored Case Studies: The Case of an Educational Leadership Course in Kazakhstan
A leadership style in which teachers simultaneously take on administrative roles outside of their classroom.
Published in Chapter: Student-Authored Case Studies: The Case of an Educational Leadership Course in Kazakhstan; From: Case Study Methodology in Higher Education
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Chapter 3
Challenges to Implementing STEM Professional Development From an Ecological Systems Perspective
Ability of teachers to influence teaching and learning beyond their own classrooms.
Published in Chapter: Challenges to Implementing STEM Professional Development From an Ecological Systems Perspective; From: K-12 STEM Education in Urban Learning Environments
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Chapter 6
Teacher Leadership as a Value of Restorative Justice Practice in Schools
Teachers who hold the professional identity as an educator who demonstrate leadership within the classroom, school, community and beyond, either through formal or informal roles.
Published in Chapter: Teacher Leadership as a Value of Restorative Justice Practice in Schools; From: Restorative Justice and Practices in the 21st Century
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Chapter 31
Transformational Teacher Leadership: A Global Perspective
A process involving teachers’ leadership of development work and knowledge-building, as well as teachers’ voice. It is also characterized by formal and informal groupings and is seen as a key contribution to school improvement (e.g., the spreading of good practice and effective pedagogy, teacher initiatives) via teachers’ empowerment.
Published in Chapter: Transformational Teacher Leadership: A Global Perspective; From: Handbook of Research on Modern Educational Technologies, Applications, and Management
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Chapter 32
A New Understanding of our Confusion: Insights from a Year-Long STEM Fellowship Program
Teacher and administrator’s ability to collaborate with colleagues, parents, and students in school related projects at the school or district level. Also teachers’ habits in sharing their classroom results, practices, and experiences with their community in various ways.
Published in Chapter: A New Understanding of our Confusion: Insights from a Year-Long STEM Fellowship Program; From: Handbook of Research on Teacher Education and Professional Development
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