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Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
GeoCapabilities
Teacher Leadership
Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Teacher Leadership
• Teacher leadership is a term for high school
classroom educators who take on responsibilities
• Teachers are empowered to undertake tasks like
managing teaching, learning, and resource
allocation
• Teacher-leaders increase collaboration with peers
Kolderie, T. (2014). The Split Screen Strategy: Improvement + Innovation: How to Get
Education Changing the Way Successful Systems Change. Beaver’s Pond Press, Edina,
MN. http://www.educationevolving.org/pdf/Book-Innovation-Plus-Improvement.pdf
Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Teacher Leadership
Leadership roles involve the following domains:
• Focus on Learning
• Monitoring teaching and learning
• Building nested learning communities
• Acquiring and allocating resources
• Establishing a safe and effective learning
environment (Warren, 2015)
Warren LL (2015), The Influence of Teacher Leaders in Education Policy Development, Journal of
Education and Social Polic, 2(5) 17-20, http://jespnet.com/journals/Vol_2_No_5_December_2015/3.pdf
Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Teacher Leadership
• Teachers make decisions based on the work
they do directly with students and with
other teachers
Halverson, R; Kelley, C. Shaw, J. (2013). Comprehensive Assessment of Leadership for Learning:
Formative Assessment for School-Wide Improvement. Submitted as a conference paper for the 2013
Annual Conference of the University Council for Education Administration.
Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership Systems (1)
Four types of system have been distinguished:
1. Administration Leadership – traditional –
educational - administrative staff carries out the
majority of the leadership duties.
2. Teacher Networks - professional learning
community - community of practice – all teachers
collectively take on decision-making roles about
curriculum and school - facilitated by and supported
by an administrative leader
Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership Systems (2)
3. Teacher Leaders – teaching leadership - some
teachers take on individual leadership roles that
directly impact educational practices under the
leadership of a school administrator
4. Teacher Co-operative – teacher-powered schools –
teacherpreneurs - all teachers collectively take on
leadership and administrative tasks that would
traditionally be done by an administrative team
Halverson, R; Kelley, C. Shaw, J. (2013). Comprehensive Assessment of Leadership for Learning:
Formative Assessment for School-Wide Improvement. Submitted as a conference paper for the 2013
Annual Conference of the University Council for Education Administration.
Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Leadership Artefacts
• Spillane et al. (2004) identify some issues
related to daily leadership activity
• They confirm ‘designed artefacts’ in leadership
practice is very important.
• Designed artefacts help in dealing with
complex issues.
Spillane, J; Halverson, R; Diamond, J. (2004). Towards a Theory of Leadership Practice: a
distributed perspective. Journal of Curriculum Studies, 36(1) 3-34,
http://ddis.wceruw.org/docs/spillanehalversondiamond2004jcs.pdf
Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Collaborative design
• Teacher involvement in collaborative design of
curriculum is a form of professional development
• Based on situatedness, agency and cyclical nature of
change (Voogt et al., 2015)
• Situatedness - creation of curricular materials used for
own classroom practice
• Agency - teachers’ voice – expressing ideas
• Nature of Learning and Change – cyclical design approach
Voogt, J., Laferrière, T., Breuleux, A., Itow, R.C., Hickey, D.T. and McKenney, S., 2015. Collaborative
design as a form of professional development. Instructional science, 43(2), pp.259-282,
http://link.springer.com/article/10.1007/s11251-014-9340-7/fulltext.html .
Project partners
Twycross
School
http://www.geocapabilities.orghttp://www.geocapabilities.org
Participative Designers (Cober et al., 2015)
As leaders, teachers are participative designers, they
contribute from design to implementation by:
• engaging in theoretical discussion
• active participation in a design partnership
• reflection about pedagogy and practice, and
• experimentation in the classroom
In an atmosphere of trust and inclusion
Cober, R., Tan, E., Slotta, J., So, H.J. and Könings, K.D., 2015. Teachers as participatory designers: Two
case studies with technology-enhanced learning environments. Instructional Science, 43(2), pp.203-228,
http://tinyurl.com/jcuqxoe

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