Models of Teacher Leadership: Perspectives from Four Countries

Pamela Angelle

The University of Tennessee

PAMELA ANGELLE is Associate Professor and Graduate Program Coordinator in Educational Leadership and Policy Studies at The University of Tennessee, Knoxville, Tennessee, US. Dr. Angelle’s research interests include teacher leadership, organizational conditions and contexts which contribute to a collegial school community, and leadership preparation. As a member of the UCEA-BELMAS International School Leadership Development Network, she is also involved in research on international perspectives of social justice, specifically, the role of context in leadership for social justice and the influence of context on leadership behaviors and decision making. Dr. Angelle has presented at numerous national and international conference meetings including AERA, BELMAS, AACTE, UCEA, and NSDC and her work can be found in journals such as Journal of School Leadership, Journal of Educational Administration, Research in Middle Level Education, and Handbook of Research in Middle Level Education.

Fiona King

Dublin City University

Fiona King is an assistant professor in the School of Inclusive and Special Education, Institute of Education, Dublin City University (DCU) in Ireland. Fiona’s research interests include leadership for inclusion, social justice leadership, teacher leadership, collaborative practices, teacher education and teacher professional learning.

Deirdre Torrance

University of Edinburgh

Dr Deirdre Torrance is Honorary Fellow of the University of Edinburgh where she was Director of Teacher Education Partnerships, as well as Director of the Masters in Educational Leadership and Management, including the national headteacher preparatory programme Into Headship, and also programmes to develop teacher leadership and middle leadership. Previously, Deirdre worked across different school sectors and then held the post of 3-14 Educational Adviser and subsequently the post of Quality Improvement Officer with the City of Edinburgh Council before taking up a career in higher education. Her PhD, completed in 2012, investigated ‘Distributed Leadership In Scottish Primary Schools: Myth or Actualities?’ Deirdre has published widely on issues related to distributed leadership, teacher leadership, social justice leadership and professional learning. She is currently part of the ISLDN international research project on social justice leadership. In addition, Deirdre is currently contributing to the BELMAS review of leadership and management in the UK, in particular relation to the Scottish review.

Abstract

This international session examines teacher leadership in Ireland, Hong Kong, Scotland, and USA. Using the four factor model of teacher leadership as the conceptual frame, we include papers that investigate teacher leadership... [ view full abstract ]

United States

Four Models of Teacher Leadership
This quantitative study builds upon previous research on the Teacher Leadership Instrument and related four-factor model of teacher leadership: Sharing Expertise, Sharing Leadership, Supra-Practitioner, and Principal Selection. The four factors, along with two sub-factors of Sharing Leadership – Leadership Engagement and Leadership Opportunities – are used to derive alternative models. Though focused on the four-factor model of teacher leadership, this study filled a theoretical gap by examining educational leadership through the lens of teacher as the cornerstone.

Ireland

Using the Four Factor Model to Develop Teacher Leaders at the Undergraduate Level
This paper reports on results from an ethnographic study focusing on newly-qualified teachers in the Republic of Ireland who engaged in a leadership for inclusion module. All teachers were informal leaders who aligned themselves with the first factor (Sharing Expertise) and some situated as Supra-Practitioners with practices that impacted on the organisation. The second factor, Shared Leadership, involved a more organic form of leadership.

Scotland

Approaches to teacher leadership in the Scottish context
A key focus of the 2011 report on teacher education in Scotland, Teaching Scotland’s Future, was on promoting leadership at all levels across the education system (Scottish Government, 2011:79). Capacity building was effected through a new leadership college, with the development of teacher leadership viewed as central. Using the lens of the four factor model, this paper reports on findings from a mixed methods study examining teacher leadership from the teacher’s perspective, identifying tensions between the policy perspective and teachers’ lived experiences.

United States

Rural Educators’ Perspectives of Teacher Leadership: A Case from the United States
This study examined teachers’ perceptions of teacher leadership in one US rural district. Data were collected through face-to-face interviews regarding teachers’ and teacher leaders’ perceptions of leadership practices within their schools. Findings revealed teachers filled multiple roles within the school, including both formal and informal leadership roles, as a result of the unique needs of this demographic. Using a four-factor model of teacher leadership (Angelle & Dehart, 2016) as a theoretical lens, teachers identified characteristics of being a Supra-Practitioner as being integral to the success of their school.

Authors

Pamela Angelle (The University of Tennessee)
Fiona King (Dublin City University)
Deirdre Torrance (University of Edinburgh)
Daniel Murphy (University of Edinburgh)
Cherie Gaines (Lincoln Memorial University)

Topic Area

Completed Research

Session

S7H » Theatre Presentation (09:00 - Sunday, 8th July, Windsor 5)

Presentation Files

The presenter has not uploaded any presentation files.

Email Support • Blog • Privacy Policy • Cancellation Policy