Understanding the Teacher Leadership Process for Improving Teaching and Learning

• In Event: Developing Teachers as Leaders

Abstract

This embedded case study examines the leadership practices of eleven teacher leaders in three urban charter schools to identify how these teacher leaders attempt to influence the teaching practice of their colleagues while working as Professional Learning Community leaders (PLC leaders) and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (1996) eight steps for leading organizational change, we analyze teacher leaders’ self-captured videos of their leadership practice and written reflection and interviews about those vides to examine how these teacher leaders enact and understand their leadership practice. Our findings have implications for the training of effective teacher leaders who lead authentic instructional improvement in schools.

Authors

• Kristy S. Cooper, Michigan State University

• Erica Renee Hamilton, Grand Valley State University

• Randi N. Stanulis, Michigan State University

• Susan Brondyk, Michigan State University

• Michael Macaluso, Michigan State University