The Importance Of Multifaceted Teacher Leadership

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Teachers hold a variety of perceptions regarding attributes of a leader. Numerous teachers have the skills and knowledge to become valuable teacher leaders, but even with research showing the impact of such leaders, many teachers haven’t realized their potential in this area (Fairman & Mackenzie, 2015; Helterbran, 2010). One possible reason for this might be the old school mentality in which teachers believe they should work in isolation, or a schools egalitarian culture discourages teachers from emerging (Berry et al., 2005; Goodwin, 2013; York-Barr & Duke, 2004). Helterbran (2010) states the materialization of teacher leaders “cannot and will not occur unless and until teachers recognize their own leadership potential and develop the confidence…show more content…
Ferris-Berg (2014) developed this list after reviewing research, which focused on highly effective schools, along with teacher surveys received from those schools. The list shows how multifaceted teacher leadership can be in order to be done effectively. Rogus (1988) identified “areas for development of teacher leaders” (as cited by York-Barr & Duke, 2004, p. 16), the areas were used to develop a framework that identified leadership characteristics. These areas are as follows:
• Demonstrating skills of effective instruction,
• demonstrating an inquiry orientation to teaching,
• working with others,
• creating community,
• leading curriculum review and improvement,
• articulating and communicating vision,
• fostering ownership among peers for programs,
• empowering self and others,
• developing political support for change, and
• demonstrating patience and persistence (York-Barr & Duke, 2004, p.
…show more content…
Helterbran (2014) stated that the principal is the key factor in determining if teacher leaders will become effective within the school. A school culture, orchestrated by the principal, which encourages teacher leaders is essential to the success of the leader. Demir (2015) states that developing that culture, “is one of the most challenging aspects in the implementation of teacher leadership” (p. 623). One way in which this could be accomplished is for the principal to be a supportive mentor and encourager to the teacher. “Barth (2001) noted that it is the expectation of a principal toward a teacher to be the leader; empowering teachers, assigning them responsibilities, encouraging their successes, and appreciated their successes are all extremely important” (as cited by Demir, 2015, p. 625). If principals have the mentality described by Barth (2001), they will begin to build the trust of their teachers, which, in return, might encourage them to step into leadership

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