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36-647: In these types of school environments, teachers are able to make decisions based on the work they do directly with students. When a school system places the decision-making on the teachers, the action is happening one level closer to the people who are most closely impacted by the decisions (generally the students and the teachers), rather than two or more levels above at the principal, superintendent, or school board level. The extent to which teacher leaders adopt additional roles varies in degree and description: Administration leadership (traditional school leadership/ educational leadership ): Administrative staff carries out

72-482: A formal leadership team and other persons who contribute toward the aims of the school. While school leadership or educational leadership have become popular as replacements for educational administration in recent years, leadership arguably presents only a partial picture of the work of school, division or district, and ministerial or state education agency personnel, not to mention the areas of research explored by university faculty in departments concerned with

108-615: A large secondary school—while continuing to be district employees—could form a partnership to handle the math department, the science department or the English department. They could then focus on learning; the principal would handle the school administration. A partnership of teachers might also organize to take responsibility for a program serving several schools across a district; Montessori, for example." Lieberman (2000) found that, "Networks that last, that hold their members, and continue to attract new teachers understand that they must account for

144-483: A part of an educational leadership department. In these cases, the entire department is charged with educating educational leaders with specific specialization areas such as university leadership, community college leadership, and community-based leadership (as well as school leadership). Masters of education are offered at a number of universities around the United States in traditional and online formats including

180-659: A positive and supportive school culture which fosters teamwork and effective lines of communication; professional opportunities that include collaboration and technology; in-depth feedback and support from administrators and colleagues; time set aside for regular collaboration; and fair pay and a differentiated pay structure which includes rewarding outstanding performance, acquiring new knowledge and skills, and assuming new roles and responsibilities (Behrstock & Clifford, 2009)." Kolderie (2014) emphasizes, "If teachers can control what matters for student success teachers will accept accountability for student success." Teacherpowered.org

216-460: A professional community differentiated those teachers who worked together to change the culture of their classrooms and their departments from those teachers who either tried new ideas in fragmented ways on their own or who blamed students for their inabilities to learn." Bryk/Gomez describe a type of teacher network, "a networked improvement community" as, "an intentionally formed social organization" whose "improvement goals impose specific demands on

252-407: A self-conscious professional community was a salient characteristic of those schools most successful with students." To frame the types of work in which Teacher leaders participate, it is important to look at the roles taken on by Educational leadership more broadly. Halverson, Kelley, and Shaw (2013) identify the following domains of school leadership: Styles of school leadership can be placed on

288-595: A spectrum in which on one end the leadership is completely owned by the administration to the opposite end in which leadership in completely owned by the teachers. The structure of teacher networks, or as Kruse defines them, professional communities, includes "collective responsibility, professional control, and flexible boundaries". Kruse continues to describe the day-to-day norms of a professional community, including: "reflective dialogue..., de-privatized, collective focus on student learning, collaboration, [and] shared norms and values." Lieberman (2000) explains that, "having

324-464: Is a resource for this kind of work, and they note that teachers, "feel increased passion for the job and have greater ability to make the dramatic changes in schools that they determine are needed to truly improve student learning and the teaching profession." Lieberman (2000) cited Newmann and Wehlage (1995) in their search for, "an understanding of how schools developed the capacity to inspire student learning of high intellectual quality. They found that

360-403: Is as Spillane et al. describe: "The interactions among two or more leaders in carrying out a particular task may amount to more than the sum of those leaders’ practice." The NEA (2011) reported that, "Research indicates that in order to increase the likelihood that Gen "Y" teachers remain in the profession, they need opportunities to participate in decision making at the school and district level;

396-891: Is not taught formally, with senior educationalists having come through academic pathways, not administration Educational leadership draws upon interdisciplinary literature, generally, but ideally distinguishes itself through its focus on pedagogy , epistemology and human development . In contemporary practice it borrows from political science and business. Debate within the field relates to this tension. Numerous educational leadership theories and perspectives have been presented and explored, such as: (a) instructional leadership ; (b) distributed leadership ; (c) transformational leadership; (d) social justice leadership ; and (e) Teacher leadership . Researchers have explored how different practices and actions impact student achievement, teacher job satisfaction, or other elements related to school improvement. Moreover, researchers continue to investigate

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432-614: The University of Bath and Apsley Business School - London, where the focus is on the management systems of education, especially as British schools move away from state funding to semi-autonomous Free Schools and Academies. In fact in these schools, the focus is on traditional MBA disciplines, such as HR, Change Management and Finance. The so-called "Academisation" of British education is highly contentious and political issue with many headteachers resisting moves to what they see as forced privatization. In mainland Europe, Educational Leadership

468-710: The University of Texas at El Paso , University of Massachusetts , Pepperdine University , Saint Mary's University of Minnesota , Capella University , Northcentral University , and the University of Scranton . Some United States graduate programs with a tradition of graduate education in these areas of specialization have separate departments for them. The area of higher education may include areas such as student affairs leadership, academic affairs leadership, community college leadership, community college and university teaching, vocational , adult education and university administration, and educational wings of nongovernmental organizations. In Europe, similar degrees exist at

504-549: The USA, formal "curriculum audits" are becoming common, in which educational leaders and trained auditors evaluate school leadership and the alignment of curriculum with goals and objectives. Curriculum audits and curriculum mapping were developed by Fenwick W. English in the late 1970s. The educational leaders and auditors who conduct the audits are certified by Phi Delta Kappa . Research shows how educational leadership influences student learning. A study concludes that factors such as

540-652: The United Kingdom. Several universities in the United States offer graduate degrees in educational leadership. Certain obstacles of educational leadership can be overcome. A self-assessment technique can help examine equity and justice that affects student diversity, especially with selection of candidates. The term school leadership came into existence in the late 20th century for several reasons. Demands were made on schools for higher levels of pupil achievement, and schools were expected to improve and reform. These expectations were accompanied by calls for accountability at

576-468: The United States, the superintendency , or role of the chief school administrator, has undergone many changes since the creation of the position—which is often attributed to the Buffalo Common Council that approved a superintendent on June 9, 1837. The superintendency is about 170 years old with four major role changes from the early 19th century through the first half of the 20th century and into

612-454: The classroom while still teaching full or part-time." In his book, Kolderie (2014) cites Hubbs in describing the benefits of decentralizing the authority in schools: "You just can’t beat a decentralized system. It gets closest to the level where the action really is. Education should have an advantage in moving into it, because your locations and your people are already physically dispersed." Another potential benefit of decentralizing authority

648-504: The daily pressures of teaching, even as they seek to advance larger ideals." In order to be successful, teacher leadership should be implemented strategically. "Among the issues that will need to be considered are: Teacher leadership can be initiated from within the staff itself, however, it is important that the teachers have administrative support as well as peer-to-peer support to carry out their tasks. Halverson, Kelley, and Shaw (2013) reference: "Louis, Kruse and Bryk (1995) conclude that

684-416: The dual-leader model typical of partnerships in most areas. (Think of the managing partner and the administrator of a law firm, or the chief of the medical staff and the executive of a hospital.)." The structure of a teacher co-op could vary from, "...handling the whole school [which] involves the teachers in the administration and management of the school as well as in the learning. Alternatively, teachers in

720-492: The early 20th century, the Industrial Revolution affected the superintendent's role by shifting the emphasis to expert manager with efficiency in handling non-instructional tasks such as budget, facility, and transportation. The release of A Nation at Risk in 1983 directly impacted public school accountability and, ultimately, the superintendency. The early 1980s initiated the change that has continued through today with

756-466: The early years of the 21st century. Initially, the superintendent's main function was clerical in nature and focused on assisting the board of education with day-to-day details of running the school. At the turn of the 20th century, states began to develop common curriculum for public schools with superintendents fulfilling the role of teacher-scholar or master educator who had added an emphasis on curricular and instructional matters to school operations. In

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792-552: The educational practice of their peers. They model effective practices, exercise their influence in formal and informal contexts, and support collaborative team structures within their schools." "The Teacher Leader Model Standards consist of seven domains describing the many dimensions of teacher leadership: One way in which teachers serve in these leadership or instructional coaching roles is to do instructional rounds in their school. Rounds consist of teachers spending time observing in one another’s classrooms and then meeting to discuss

828-475: The findings. City et al. describe the goals of rounds to: "1. Build skills of network members by coming to a common understanding of effective practice and how to support it. 2. Support instructional improvement at the host site (school or district) by sharing what the network learns and by building skills at the local level." Some additional forms of teacher or instructional leadership may include: problem-solving teams, peer mentoring, and coaching, which support of

864-439: The leadership of a school administrator. Teacher co-ops (teacher-powered schools/teacher-led schools/ worker cooperative /professional partnerships/teacherpreneurs): All teachers collectively take on leadership and administrative tasks that would traditionally be done by a principal or administrative team The National Education Association (NEA) (2011) describes teacher leaders as, "experienced professionals who have earned

900-546: The majority of the leadership duties. Teacher networks ( professional learning community /professional community/networked improvement communities/ community of practice / distributed leadership ): All teachers collectively take on decision-making roles about curriculum and school climate. This practice is facilitated by and supported by an administrative leader. Teacher leaders ( instructional leadership /instructional coaches): Some teachers take on individual leadership roles that directly impact educational practices under

936-439: The methodology and quality of principal preparation programs. A number of publications and foundations are devoted to studying the particular requirements of leadership in these settings, and educational leadership is taught as an academic discipline at a number of universities. Several countries now have explicit policies on school leadership, including policies and budgets for the training and development of school leaders. In

972-438: The most important task for school leaders is to create meaningful opportunities for teachers across the school to work together on pressing issues of common interest." Kruse (1993) outlines the conditions that support teacher leadership in the specific case of a professional community: "Structural conditions Social and human resources Schools may implement a teacher leadership model as a strategy to downsize and cut costs for

1008-446: The operations of schools and educational institutions. For this reason, there may be grounds to question the merits of the term as a catch-all for the field. Rather, the etiology of its use may be found in more generally and con-temporarily experienced neo-liberal social and economic governance models, especially in the United States and the United Kingdom. On this view, the term is understood as having been borrowed from business. In

1044-414: The principal maximize his or her effectiveness without harnessing the talents and expertise of teachers in leadership roles." "Teachers who serve in leadership roles may do so formally or informally. Rather than having positional authority, teachers become leaders in their schools by being respected by their peers, being continuous learners, being approachable, and using group skills and influence to improve

1080-658: The quality of teaching facilities, academic staff, and school administration staff are the main external factors that indirectly affect students' performance in schools. The leadership of school principals therefore plays an important role in ensuring the quality of the management and the commitment of the teaching staff, which have an indirect impact on the academic performance of students. A research study discusses how Artificial Intelligence (AI) can be applied in educational leadership to improve decision-making processes. Leveraging data-based insights, automating administrative duties, and facilitating individualized learning are some of

1116-502: The respect of their students and colleagues and have gained a set of skills that enable them to work effectively and collaboratively with colleagues. They work closely with principals who have been trained to develop and implement effective mechanisms of support for teachers and teacher leaders." Teacher leaders are teachers who, "want to remain closely connected to the classroom and students, but are willing to assume new responsibilities that afford them leadership opportunities in or outside

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1152-710: The rules and norms of participation." Danielson (2006) explains, "Many schools have instituted structures in which teachers assume formal leadership roles in the school, such as master teacher, department chair, team leader, helping teacher, or mentor." "Teachers in leadership roles work in collaboration with principals and other school administrators by facilitating improvements in instruction and promoting practices among their peers that can lead to improved student learning outcomes. By doing so, they support school leaders in encouraging innovation and creating cultures of success in school. Teacher leadership can neither be effective nor successful without principal support, but neither can

1188-435: The school level. Maintenance of the status quo was no longer considered acceptable. Administration and management are terms that connote stability through the exercise of control and supervision. The concept of leadership was favored because it conveys dynamism and pro-activity. The principal or school head is commonly thought to be the school leader; however, school leadership may include other persons, such as members of

1224-451: The school. In most cases, distributing administrative among the teachers could reduce overall personnel costs. Educational leadership Educational leadership is the process of enlisting and guiding the talents and energies of teachers , students , and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in

1260-550: The superintendent viewed as chief executive officer, including the roles of professional adviser to the board , leader of reforms, manager of resources and communicator to the public. The term "educational leadership" is also used to describe programs beyond schools. Leaders in community colleges, proprietary colleges, community-based programs, and universities are also educational leaders . Some United States university graduate master's and doctoral programs are organized with higher education and adult education programs as

1296-471: The work of the administration without replacing it. The Teacher Powered Schools organization explains this teacher co-op or teacher-powered model as: "1. collaboratively designed and implemented by teachers. 2. teachers having collective autonomy to make the decisions influencing the success of a school, project, or professional endeavor." In these teacher co-ops or professional partnerships, Kolderie explains, "The authority pyramid inverts, and school moves to

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