Improving Schools Through Teacher Leadership by Alma Harris download in iPad, ePub, pdf
While an emphasis upon partnership, collaboration and networking is to be welcomed, it does assume that teachers automatically possess the will, skill and ability to work in this way. They are able to draw critically upon additional resources and expertise if required and to seek external assistance. It is, in essence, teacher leadership in action. When the responsibilities that come with leadership are not well delineated, confusion results and tensions mount, not only for lead teachers but also for those who work with them i.
The literature on teacher leadership Muijs and Harris similarly reinforces the potential of distributed or diffuse forms of leadership to generate improvements in teaching and learning. How effectively teachers pursue their own professional learning depends, of course, on their own interest and initiative. Teacher leadership The notion of teacher leadership is certainly not new. Secondly, it sees leadership as not simply being about a role or function but rather as a dynamic between individuals within an organization. This model of leadership implies a redistribution of power and a realignment of authority within the organization.
Teacher leadership is conceptualized as a set of behaviours and practices that are undertaken collectively. Levels of involvement vary according to the management approach of senior staff and the way in which both groups interact.
Intellectual and professional growth and decreased isolation are personal gains reported by teachers from their new leadership roles. We also wish to thank the Gatsby Foundation, the General Teaching Council and the National Union of Teachers for allowing us to draw upon the research sponsored and supported by them. It also opens up the possibility for all teaching staff to become leaders at various times and to be the creators of change, not merely the recipients.
Their central task is to create a common culture of expectations around the use of individual skills and abilities. In activity theory, the notion of activity bridges the gap between agency and structure. The appeal of collaboration is particularly strong in an education system premised upon competition and control for over a decade. However, as Bennett et al. While work by Spillane et al.
This is itself carries an important cultural message. We would like to acknowledge and thank all the teachers and headteachers we work with who continue to enthuse, inform and inspire our research.
However, in contrast to other countries e. The global drive for improved educational performance has resulted in a form of accountability that places tightly prescribed targets at the centre of systemic change. The main point to note here is that distributed leadership, as construed by leading researchers, does not have an extensive empirical base.
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