Teacher Leadership in the 21 century
Teacher Leadership in the 21st century To begin with, teacher leadership is exceedingly problematic, and there is still no common understanding of this term. Although the wide range of definitions of teacher leadership, there is no consensus among the educationists on this definition. Nevertheless, teacher leadership includes both formal and informal roles in different areas that could improve school’s health. Some educationists such as York-Barr, Duke and Terry coined the notion teacher leadership as authorizing and empowering certain teachers to carry out significant leadership positions. Katzenmeyer and Moller (2009) defined the concept of teacher leadership, affirming, “Our definition is teacher leaders lead within and beyond the classroom; identify with and contribute to a community of teacher learners and leaders; influence others toward improved educational practice; and accept responsibility for achieving the outcomes of their leadership (p. 6). Benefits of developing teacher leaders: Investing in developing teacher leaders is profitable and beneficial from many aspects involving institution-wide, teachers, and students.
- Institutional level: developing teacher leaders would create sustainable and professional educational systems. In a similar vein, teacher leadership provides an efficient instrument for institution's improvement and the enhancement of classroom instructions. With their influence and encouragement for their colleagues, the whole educational practice will be improved.
- Teacher’s level: leadership is believed to be beneficial for the teachers who seek new leadership roles, since teacher leadership is primarily reinforces leadership roles and decision-making authorities for educators. Moreover, it offers a prolific and invaluable opportunity for teaching profession development.
- Student’s level: developing teacher leaders would lead to a positive change in student’s performance and achievement. When teachers develop and lead, students will learn and improve. Subsequently, students will be equipped with the fundamental knowledge, skills, and capacities for excellence academically and socially.
- Developmental focus: Initially, teachers should have the intrinsic motivation to increase their knowledge, strength their skills, and expand their capacities to support their colleagues. Moreover, the supportive environment ensures learning opportunities, mentorship programs, assistance and coaching for the development.
- Recognition: It refers to the acknowledgement of the professional roles that are carried out by teachers, and their positive achievements in promoting students’ performance. This also involves gaining reciprocated respect from their colleagues.
- Autonomy: it refers to being initiative and participate actively in shaping institution’s development future. Additionally, being provided with authority and support in taking initiatives, making progress, and innovations.
- Collegiality: It promotes collaboration and cooperation between teachers, and it introduces a new hierarchical structure into relations among teachers. Teachers engage in peer discussions and observations, share their teaching practices and learning materials, find solutions for teaching problems within classrooms, and communicate effectively with colleagues.
- Participation: Being involved actively in decisions-making processes and add value to significant matters within the institution.
- Open Communication: Heads and seniors enhance a healthy environment that supports the open communication, transparency, trust and honesty. In this climate teachers share opinions and feelings, and teachers will participate positively in solving problems and introducing valuable suggestions.
- A positive environment: Being satisfied and respected in a healthy working environment in which members’ opinions and beliefs are valued and affect positively on institutions effectiveness.
- Supportive work environment: healthy working environment characterized with positive learning behaviors, collaboration, and a high level of trust should be ensured. Therefore, the more supportive professional environment is, the more highly qualified teachers will have.
- Coaching and Mentoring: junior teachers are enthusiastic to pursue assistance and support from mentors in order to learn and carry out substantial results for their students. Subsequently, teacher leaders should serve as mentors to junior faculty and be engaged in peer coaching for professional growth and to enhance the development of leadership skills such as communication and team building.
- Professional development: it is essential to provide teacher leaders with learning opportunities and to contribute to a professional learning community. Opportunities such as on job learning in which the concentration will be on leadership skills in connection to curriculum, and assessments.