Teacher Leadership and Action Research: A New “Space” for Professional Development

• In Event: Developing an Inquiry Stance Toward Instructional Leadership: Teacher Leader Action Research

Abstract

For over 30 years, scholars have noted the potential for teachers to act as powerful instructional leaders with the ability and expertise to transform school environments (Smylie & Denny, 1990; York-Barr & Duke, 2004; Camburn, 2009; Taylor, Goeke, Klein, Onore, & Geist, 2011). Despite an urgent need for leadership to drive school improvement given contemporary policy demands, teacher leadership continues to be elusive in practice. Research suggests persistent organizational barriers that constrain successful development and practice of teacher leadership in public schools (York-Barr & Duke, 2004; Smylie & Denny, 1990; Little, 2003; Stoelinga, 2008; Pounder 2006; Taylor et al, 2011; Firestone & Martinez, 2007; Margolis & Doring, 2012). Teacher leadership is described as difficult to define and as context-driven (Smylie, 1994; York-Barr & Duke, 2004). As a result, there remain significant challenges to the broad implementation and support of teacher leadership. Tools and procedures to support the teacher leadership development and identity formation are understudied and poorly understood (Bullough, 2005; Donaldson, 2008; Herrenkohl & Mertl, 2010; Hollander, 2010; Taylor et al., 2011).

This study explores the use of action research as a tool for teacher leadership development. Action research as a form of structured, self-reflective, systematic inquiry (Mills, 2010; Lieberman, 1995) can be used by teacher leaders to more deeply understand problems of practice, implement context-specific interventions, systematically collect data, and reflect on the effects of their work. Using qualitative data, including interviews, observational data, and analysis of artifacts, we report on in-depth case studies of six teacher leaders as they engaged in action research over the course of one school year. The teachers, who possessed varying leadership experience and worked in three different school districts, participated in action research coursework through either a university or district-based program. They conducted their inquiry projects to address their own instructional leadership challenges relative to their specific roles and school or district priorities.

Findings suggest that engaging in action research provided a new “space” for teacher leader growth and development. By engaging in action research groups, the teacher leaders entered communities of practice with role-alike peers. That experience aided the development of an inquiry stance toward leadership and provided support and resources for their work. Action research also created the space to negotiate relationships with local colleagues and to systematically examine leadership and instructional challenges. As a result of their action research, we observed shifts in teacher leaders’ knowledge and approaches to their work, including new confidence and authority in their roles.

This paper demonstrates how action research can support teacher leadership development through careful examination of leadership practices and their effects in local schools and classrooms (Cochran-Smith & Lytle, 2009, Lieberman, 1995). Despite the relative expansion of teacher leadership, there is limited research that examines how teachers learn to lead, let alone which tools and procedures can effectively support their development and their work in local contexts. This paper contributes to research on teacher leadership, teacher leadership development, and teacher-directed action research.

Authors

• Stephanie Forman, University of Washington - Seattle

• Kjellaug Elizabeth Rowe, Kent School District

• Chrysan Gallucci, University of Washington