Tapping Teacher Leadership: University/School District Partnerships for Ambitious Education Reform

• In Event: Roundtable Session 90
  In Roundtable Session: Teacher Leader Model Standards and Teacher Leader Preparation Programs

Abstract

High quality instruction that improves learning outcomes for all students is the stated aim of education reform efforts. It is also the aim of teacher leadership preparation at the University of Washington. The purpose of this paper is to review the state of the field related to teacher leadership preparation, and to describe a university-based preparation program that is responsive to school and district reform goals. The paper takes up critical questions of how teacher leadership preparation links to education reform goals and associated professional learning challenges.

Research has established that ambitious reform is no small task: core content standards and transformative changes in instructional practice require substantial professional learning on the part of teachers; and the pressure on teachers has intensified under contemporary accountability policies (Valli & Buese, 2007). Recent attention has turned to the role of embedded professional learning, and associated teacher leadership activity, for supporting teachers to engage challenging new ideas about their practice. Yet, despite recent teacher leadership case descriptions, there is still a need to define the parameters of teacher leadership roles and responsibilities, and to design teacher leadership preparation programs that meet school and district reform goals (Mangin & Stoelinga, 2008; Stoelinga & Mangin, 2010). With the release of the Teacher Leader Model Standards (2011), universities, states, and school districts now have a common reference point for development in this critical area of need.

The University of Washington is developing a certificate program for teacher leadership preparation that will extend an existing Masters in Instructional Leadership program and respond to ambitious education reform goals. Program development is centered on four goals:

1. Refine core teacher leadership curriculum based on model standards and quality programs within and outside the United States.
2. Create state-wide accessibility through online delivery systems.
3. Partner with school districts to respond to teacher evaluation and career ladder changes as well as existing teacher leadership roles and responsibilities.
4. Associate with and learn from teacher leadership policy and advocacy centers.

Program development is reflective of our understanding that teacher leadership is a process of individual or collective influence regarding instructional practice with the goal of improving student learning outcomes (York-Barr & Duke, 2004; National Comprehensive Center for Teacher Quality, 2010). We focus on teacher leadership that promotes collaboration, democratic values, and a moral imperative to enable all students to succeed. We prepare teacher leaders who understand and support adult development and engage in data-based leadership practices—therefore, our programs are built around inquiry and teacher leader action research.

It seems axiomatic that leadership is the key to capacity building and achieving improvement goals. Support for professional learning requires strategic action as well as deep knowledge of teaching practice on the part of instructional leaders. Our goal for teacher leadership preparation, therefore, rests on the view that education reform requires the development of communities of leaders as well as communities of learners (Mitchell & Sackney, 2000).

Author

• Chrysan Gallucci, University of Washington