DEVELOPING TEACHER LEADERS

Presented by:
NORNADIRAH BINTI A GHANI
G1625696
 What is Teacher Leadership??
Teacher leadership occurs when teachers with expertise, credibility,
and knowledge mentor their peers by teaching them research
based instructional strategies and best practices. It also allows
them to use their expertise to improve the policies and procedures
within their school and district

Benefits of Teacher Leadership

-Teacher leadership allows teachers to develop
professionally by sharing their acquired
expertises with one another.
-Teacher leadership reduces isolation and
allows teachers to collaborate with one another
and expand their influence within the school
 What Research states about
Teacher Leadership
Studies suggest that teachers participating in decision making
and collaborative teacher-principal leadership contribute to
school effectiveness, teaching quality, and improvement in
student performance.
(Greenlee, 2009)

Teachers who are leaders lead within and beyond the

classroom, identify with and contribute to a community of
learners and leaders, and influence others toward improved
educational practices.
(Katzenmeyer & Moller, 2009)
Why does teacher leadership offer the promise
of sustained change?
 THE STATE OF PREPAREDNESS
 do not regularly include
preparation in assuming
TEACHER leadership roles outside of
the classroom
EDUCATION
 Fail to facilitate the
PROGRAMS growth and refinement of
the “diverse skills and
expertise”
Colleges of education
-must recognize
the importance of
teacher leadership
- teach those skills
as a required
component of
teacher education

 Largely failed to provide

information, practice, Develop:
preparation and support
 No ongoing professional
-collaborative
STAFF learning
development
DEVELOPMENT communities
 Do not provide the career-
long support needed for -Staff Development
teacher leaders to sustain
their roles Programs
 PROFESSIONAL DEVELOPMENT

 Providing teachers with support and training

 To develop new skills and abilities
 To deepen leadership in schools
 Is the leverage point for building teacher quality
through teacher leadership
 EFFECTIVE PROFESSIONAL
DEVELOPMENT
Provide teachers with the opportunity to:
 acquire new knowledge
 practice applying this new knowledge
 solicit the feedback of their colleagues
 have ongoing support in maintaining these newly
adopted practices

POSITIVE ATTITUDE
toward staff growth and development and a
commitment to improvement
 COLLABORATIVE LEARNING
COMMUNITIES

PROMOTING
Meetings Schedule meetings

COLLABORATION
Teams Create grade level teams
1. TEAMWORK
Establish study groups and action
2. MENTORSHIP Study Groups research teams

3. PROFESSIONAL Interdependencies and establishing

NETWORK Forums forums

Opportunities To observe colleagues

Mentoring Building formal mentoring strategies

 TEACHER LEADERSHIP PROGRAMS

 Continuous development- opportunities for

continued inquiry and learning
 Purposeful- anchored in learning and teaching and
the desire to improve schools for all students
 Learning activities should feature new challenges –
push prospective teacher leaders beyond their
comfort zones
 Develop and practice leadership skills- opportunities
to apply what they learn in meaningful ways
Skills and knowledge required to excercise
teacher leadership

Understanding and navigating the school organization

Working productively with others

Building collaborative enterprise

 Understanding and navigating the
school organization

• Institutional leadership skills- school as organization

• Organizational theory and behaviour- how organizations
beyond individual classroom work
• Organizational politics / politics of schools – budgeting,
finance, data anlysis, law, and so forth
 Working Productively with others

• Managerial skills in dealing with other people

• Sensitive to seeing others point of view
• Sensitive to others need
• Good listening techniques
• Ability to establish trust and rapport
• Principles and advising skills
 Building Collaborative Enterprise

 Able to facilitate meetings of colleagues

 To develop relationship
 To use data
 To facilitate joint action
 To promote learning in others
 To understand group development and to have a repertoire
of strategies for helping group structure their work and
techniques for building teams