Leveraging Teacher LeadershipResearch Implications and Policy Potential

Robert Sox

Expanding Leadership Capacity

• Teacher leadership provides roles that recognize the talents of highly effective teachers in order to deploy them to support student learning, improve adult learning and collaboration, and to contribute to school and system improvement (Curtis, 2013).

• Establishing a shared leadership model requires a shift in the traditional hierarchical structures of schools (Brosky, 2011)

Expanding Leadership Capacity

• Well defined teacher leadership roles help to prevent the emergence of disparate and conflicting models (Margolis & Huggins, 2012).

• Many educational leadership programs offer a single path leading to school administration (Searby & Shaddix, 2008).

Mixed Methods

(Harrison & Killion, 2007)

(York-Barr & Duke, 2005

Conceptual Framework

Stakeholders

Sources consulted or recommended

• Brosky, D. (2011). Micro politics in the school: Teacher leaders' use of political skills and influence tactics. The International Journal of Education Leadership Preparation, 6(1), 1-11.

• Curtis, R. The Aspen Institute, Education & Society Program. (2013). Finding a new way: Leveraging teacher leadership to meet unprecedented demands. Retrieved from The Aspen Institute website: www.aspeninstitute.org/eduation

• Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77.

• Margolis, J., & Huggins, K. (2012). Distributed but undefined: New teacher leader roles to change schools. Journal of School Leadership, 22, 953-981.

• York-Barr, J., & Duke, K. (2005). What does the research tell us about teacher leadership. Retrieved from The Center for Comprehensive School Reform and Improvement website: http://www.centerforcsri.org/files/Center_RB_sept05.pdf

Policy Potential

How can NCDPI Incentivize Teacher Leadership and Instructional

Improvement Activities?

Identify the Problem

Raise Awareness

Potential Options

Implementing Policy

Assessing Impact

• Teacher Salaries are low and static• Legislators have eliminated Master’s Pay

Identify the Problem

Raise Awareness

Potential Options

Implementing Policy

Assessing Impact

Historical Policy Options

Identify the Problem

Raise Awareness

Potential Options

Implementing Policy

Assessing Impact

Identify the Problem

Raise Awareness

Potential Options

Implementing Policy

Assessing Impact

Stakeholders

Identify the Problem

Raise Awareness

Potential Options

Implementing Policy

Assessing Impact

Sources consulted or recommended• Goldhaber, D. (2002). The mystery of good teching. Education Next, 2(1), 50-55. Retrieved

from http://educationnext.org/the-mystery-of-good-teaching/ • Kowalski, K., Chittenden, E., Spicer, W., Jones, J., & Tocci, C. (1997, March 24-28,• 1997). Professional Development in the context of National Board for• Professional Teaching Standards Certification: Implications beyond• certification. Paper presented at the Annual Meeting of the American Educational• Research Association, Chicago, IL. • Mahani, S., & Molki, A. (2012). Enhancing the quality of teaching and learning through

action research. Journal of College Teaching and Learning, 9(3), 209-215.• Miller, R., & Roza, M. (2012). The sheepskin effect and student achievement: De-

emphasizingthe role of master's degrees in teacher compensation. Retrieved from Center for American Progress website: http://www.americanprogress.org/issues/education/report/2012/07/17/11934/the-sheepskin-effect-and-student-achievement/

• Pett, K., Strahan, D., & Gates, C. (2014). Experts in the classroom: Fellows program connects teacher learning to student achievement. JSD, 35(1), 38-41.

• Vandersall, K., Vruwink, M., & LaVenia, K. (2012). Master's degrees and teacher effectiveness: New evidence from state assessments. Arden, NC: Arroyo Research Services.

Reflections