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Teaching as Leadership
Leading Student Learning through
Professional Development
How do we start this
session?
• School improvement
• Teacher learning
• Professional development
• Instructional leadership
• Student learning
Staying to Make a Difference
One major reason for the interest in teacher leadership
is the desire to recruit, retain, motivate, & reward
accomplished teachers. National Comprehensive Center for Teacher Quality (20007). Key issue: Enhancing
teacher leadership. Author.
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Verdict Looks Promising
 Teacher professional development is
considered a central tool for the
promotion of teacher knowledge & skills
and of students’ learning outcomes. R. G. Duncan
& C. A. Chinn (2021). International handbook of inquiry and learning. Routledge.
Connection
between PD
and TL
Teacher Leaders
• Competent
• Credible
•Approachable
Translate
That!
• When was the last time I
attended a professional
development session?
• What did I learn from my
colleagues whom I
admire?
•I do make a difference in the
professional development of
my colleagues; I can help
them improve.
Momentous
Occasion
The two most important
days in your life are the
day you are born and the
day you find out why.
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Part of the
Teacher’s Mission
& Vocation
Connection
between CTE & SA
• It was Hattie that had arguably the
greatest impact on attention paid to
collective efficacy. It was then that
collective teacher efficacy was
positioned as the number one
influence on student achievement
with an effect factor of 1.57. T. J. Hoogsteen,
(2020). Collective Teacher Efficacy: A Critical Review of Education’s Top Influence. Advances in
Social Sciences Research Journal.
We cannot be Parochial in our thinking.
• Grade level team
• Subject area team
• School unit
How do I lead student
learning focusing on
promoting my colleague’s
professional development?
What is your Big Idea?
Invitation to
Innovate
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Your own
“innovative pedagogy”.
Willingness to leave
behind the comforts of
individualism and isolation
and embrace collegiality
Module Objectives
 Appreciate the importance of teacher leadership
 Reflect on effective professional development strategies
 Review the key roles of teacher leaders in promoting student
learning through professional development
In attending
this session,
what are my
objectives?
Teacher Leaders
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What do I know
about
Teacher Leaders?
Definition of Leadership
 Leaders are those who engage in activities intended to
influence the motivation, effort, skills, and
engagement of their followers in order to accomplish
organizational goals. S. Printy & Y. Liu (2020). Distributed leadership globally. Educational Administration
Quarterly.
One of the Key Goals
What are other important
school goals?
• Classroom management
• Addressing bullying concerns
• Best practices in differentiating instruction
• Doing service-learning projects
• Teaching a specific knowledge/skills
• Promoting values education
Core Work in
Schools
What is Teacher Leadership?
 Refers to teachers who lead within and beyond the
classroom; identify with and contribute to a community of
teacher learners and leaders
 Influence others towards improved educational practice; and
accept responsibility for achieving the outcomes of their
leadership. S. Blose & N. C. Khuzmayo (2020). Teacher leadership in action. International Journal of Leadership in Education.
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Person in
Authority
Position in
Authority
In the real world…
• Good teachers especially in the
way they manage their classes
• Have the respect of the school
community
• Not necessarily occupying a formal
school position
• Willingness to serve or lead other
teachers
Update Your
Colleague
• What is teacher
leadership?
•Why are teacher
leaders important?
5 Key Tasks of Teacher Leaders
 Monitor improvement efforts
 Define outcomes and standards
 Mentor other teachers
 Lead workshops
 Do action research J. York-Barr & K. Duke (2004). What do we know about teacher leadership? Findings from two
decades of scholarship. Review of Educational Research.
Fulfill Key Roles
•Mentor
• Instructional coach
• Team leader
• Training facilitator
• Demonstration teacher Specific Example
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Imagine the
impact on
New Teachers
Mentoring them!
Revisit Mentoring
• A process in which a more
experienced person shares their
knowledge with a less experienced
person in a specific context through a
series of conversations. Taylor, M. & Crabb, S. (2017).
Business coaching and mentoring for dummies. John Wiley & Sons, Inc.
Complete Definition
The process by which teachers, individually or
collectively, influence their colleagues, principals, and
other members of the school community to improve
teaching and learning practices with the aim of
increasing student learning and achievement.K. M. Williams (2015). The
dynamics of efficacy for teachers in formal leadership roles: A case study. Electronic Theses and Dissertations.
The Heart of What We Do
• Gaining and maintaining student attention
• Students must learn to pay attention and
we must pay more attention to attention.
• How do we make them pay attention
and how do we make ourselves give
importance to it?
Teacher Intensity &
Enthusiasm
• Research has shown that a teacher’s intensity
and enthusiasm is positively associated with
students’ energy, engagement, and achievement.
• Intensity involves directly stating the importance
of content to students. Enthusiasm involves
viewing a topic as interesting, meaningful, and
important and communicating those views to
students while studying the topic. R. Marzano (2019). The
handbook for the new art and science of teaching. Solution Tree Press.
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What does
it clearly
show?
When teachers
mentor other
teachers • One’s sense of responsibility for areas traditionally
reserved for school officers
• I don’t need to be an officer to make a
difference in my school.
Two-Minute
Message
• New teachers in my school
• Present a compelling
argument and to
support it with
convincing details and
examples
Understanding who we are
Deep dive into teacher leadership
Implications from the Definition
 Teacher leadership emphasizes the collegial dimension built
upon mutual responsibility, collaboration, and accountability.
 Without formal appointments, teacher leaders embrace
school-wide leadership roles and responsibilities in addition to
their assigned classroom duties. Y. Chaaban & R. Sawalhi (2020). A professional agency perspective
on novice teachers’ development of a teacher leadership stance. Journal of School Leadership.
“Concern for the whole school
rather than just the classroom,
and how to develop and support
the culture of the whole school”
Who are the
teacher leaders
in my school?
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Catalysts
• A teacher whose talk,
enthusiasm, or energy
causes other teachers
to be more friendly,
enthusiastic, or
energetic.
 Let us go back to
the Key Tasks
School improvement
Student outcomes
Mentoring
Leading
Research
Entire School’s Perspective
Winning
Model!
Changes the School Culture
Dyer,J.(2020).Thefaçadeofexcellence.Routledge/ProductivityPress.
Another
Important Point!
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Individual Teacher’s Perspective
Essence of a Coach
Coaching involves interactions that
promote learning to improve
performance
Coaching is more than just showing
someone the basic elements. It’s
about guiding people. Feldman, D. A. (2001). The
manager’s pocket guide to workplace coaching. HRD Press.
Appreciative
Model
Deficit Model
Understand
Teacher Change
People who deny a given change often
display such behaviors as excuses,
complaining, procrastination, and
confrontation.
Tend to view change in terms of
changing to rather than changing from.
But it’s the changing from that often
poses the biggest challenge. Karten, N. (2009). Changing
how you manage and communicate change. IT Governance Publishing.
Instructional
Coach
• We have the smell of practice.
• How do I create a powerful learning
environment?
• How do I scaffold the learning
activities?
• How do I promote collaboration
among my students?
Revisit the Session
Effective Online Teaching
and Learning
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How do we convince the
good teachers to come out
of their ‘isolation’?
Let us do a
Triple Jump. Preliminary Ideas
about
Professional
Development
Several Key Areas of
Teacher Leadership
Dimensions of TL
 The first dimension is professional learning leadership.
 The second dimension is instructional leadership: teacher
leaders should demonstrate excellence in instructional
contexts, share effective teaching with colleagues, and
advance the instructional skills of colleagues. C. Xie, P. Song, & H. Hu (2020).
Measuring domains of teacher leadership in different domains of practice. Asia-Pacific Education Researcher.
Important Skill
 Arguably, the most critical skill for a teacher leader is the
ability to facilitate dialogue among teachers.
 The purpose of teacher leadership is to mobilize others
around a common purpose; it is through the process of
discussion that a group develops common understanding and
builds the intellectual capital of the school. C. Danielson (2006). Teacher leadership that
strengthens professional practice. Association for Supervision and Curriculum Development.
Learning-Centered Leaders
 Learning-centered leadership is an intentional effort to inspire,
guide, direct, support and participate in teacher learning with
the goal of increasing professional knowledge and promoting
school effectiveness. P. van Schaik, M. Volman, W. Admiraal, & W. Schenke (2020). Fostering collaborative teacher
learning. European Journal of Education.
 Facilitators and integrators of teacher learning
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Worthy Learning
Environment
Student Feedback
Liz Lerman
• Feedback: Gave primacy to the person
who originated the thing. “Ultimately,
if you are looking at a paper with a
student, you want to get to the point
where the paper feels like a thing that
is alive. The student wrote it, and the
teacher read it, but they are both
creating it.” K. Bain (2021). Super courses: the future of teaching and
learning. Princeton University Press.
Passion & Care
 ‘‘Clearly wants what is best for students and is willing to do
anything to get it, and she is willing to do anything for other
teachers, and what is in the best interest for everyone
involved.’’
 ‘Everything is based on a real sense of caring and concern for
the wellbeing of students, faculty, and staff.’’ S. P. Gordon, J. Jacobs, S. Croteau, & R.
Solis (2020). Informal teacher leaders. Journal of School Leadership.
Caring Teacher
• Respects his colleagues
• Emphatizes with his fellow teachers
• Places importance on relationships
• Promotes the best interests of people
Promoting
the best
interests of
Teachers
• Results have indicated approaches such as curriculum
development, mentoring, cooperative learning, in-
subject practical teaching experience and links to
extended professional placement blocks can all be
viable ways of enhancing the teaching efficacy beliefs
of prospective teachers. J. Deehan (2017). The science teaching efficacy belief
instruments. Springer.
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Why do we need
teacher leaders?
Professional
Development
What is the best
kind of
professional
development?
The Teacher Learner
 If learning is about mastering and applying useful knowledge,
skills, and attitudes to achieve results, then it is central to
organizational and individual success.
 Neither organizations nor individuals can adapt to change—or
take full advantage of future opportunities—if they lack the
requisite knowledge, skills, and attitudes. W. J. Rothwell (2020). Adult learning basics.
ATD Press.
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Professional Development
The process of identifying the potentials
for growth of an individual; using appropriate
approaches, methods, strategies to enable
them to move to a higher level of excellence.
Sketch
Notes
• Use handwritten words and
drawings, boxes, lines, and
arrows to illustrate the
relationship between
teacher leadership and
teacher development.
Crystallizing Experiences
David Henry Feldman (Tufts)
Anna Pavlova
Worth a Lengthy Quote
• I was spellbound. I gazed and gazed, and wild plans began to circulate
in my brain. It was the second act and the corps de ballet were
waltzing together. “Anna,” said my mother, amazed at my excitement,
“wouldn’t you like to join these people and dance with them?” “No,” I
replied without hesitation, “I would rather dance by myself like the
lovely Sleeping Beauty. One day I will and in this very theatre.” My
mother laughed, but I was lost in my dream and did not heed her. At
eight years old I had found the one unchanging ambition of my life.” T.
Armstrong (2019). If Einstein ran the schools. Praeger.
How can one
make a
difference?
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Provide Help in Key
Areas Such as…
• Students find joy in their learning
• Teach students of different ability
levels
• Deep understanding of pedagogy
• Knows how to manage the class well
• Understands how students learn
• Firm commitment for all students to
learn
What kind of professional
development sessions
teachers are looking for?
Quick Write
“Sense of responsibility for areas
traditionally reserved for school
officers or administrators”
It Looks More Convincing
 Teacher leadership compared with principal leadership was
found to be a more significant direct driver on teacher
learning.
 The leadership of teachers partially mediated principals’
initiatives to encourage teacher engagement in professional
learning. Principals need to encourage greater teacher
leadership. H. W. Pan & W. Y. Chen (2020). How principal leadership facilitates teacher learning though teacher leadership.
Educational Management Administration and Leadership.
Enables Principal
Success
Reliance on a Single Person
 If schools only look to a single position as a source of
leadership, they are not able to see the potential contributions
of teachers – those who do the teaching and are in direct
contact with curriculum, pedagogy and students on a daily
basis.
 Efforts should be established that teachers have specialized
insight to offer that improves student learning. E. Nerlino (2020). A theoretical
grounding of teacher leadership. Journal of Professional Capital and Community.
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Distributed
Leadership
Powerful Team!
• Principal
• Subject Coordinator
•Teacher Leader
Authentic
PD: We have
an answer!
Paradigm Shift
 A strong culture of shared decision-making in instructional
leadership between principal and teachers is developed
through ongoing professional learning aimed toward student
success.
 When the principal and teachers share instructional
leadership, they are able to demonstrate a “commitment to
the student” and to “the profession”. M. D. Ezzani (2019). Principal and teacher instructional
leadership. International Journal of Educational Management.
Imagine These
Scenarios
• Evidence-based teaching
• Lesson study
• Action research
• Data-based teaching
• Professional Learning Community
What kind of
professional
development
program do we have
in my school?
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Discussion Wrapper
• Appreciate the importance of
teacher leadership
• Reflect on effective professional
development strategies
Less We Forget
Service Leadership
 Stewardship is the willingness to be accountable for the well-
being of the larger organization by operating in service of
teachers.
 A commitment to administer to the needs of the school as an
institution by serving its purposes and by serving those who
struggle to embody these purposes. P. Wald & M. S. Castleberry (2000). Educators as learners.
Association for Supervision and Curriculum Development.
Idea of a
‘Servant-Leader’
• I want to introduce new teaching
methods.
• I am an inspiration to my
colleagues.
• I can help them improve their
teaching practice.
• I am sensitive to the needs of my
colleagues.
Teacher Leaders have a
combination of something
they are (character) and
some things they do
(competence).
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Go Back to the
TL’s Key Role
Think of CTSE
and PLC!
Collective Teacher Efficacy
• This meta-analysis demonstrated that collective teacher efficacy
and student achievement are strongly related. The strength of
this relationship exists across subject areas, when using varied
instruments, and in multiple locations. This is the first meta-
analysis to address this relationship. R. Eells, (2011). Meta-analysis of the relationship between
collective efficacy and student achievement. Loyola University of Chicago.
Communities of Practice
 Communities of practice are voluntary groups of people who,
sharing a common concern or a passion, come together to
explore these concerns and ideas and share and grow their
practice.
 Zone of Promoted Action refers to the activities, objects or
areas in the environment in respect of which the person’s
actions are promoted. J. McDonald & A. Cater-Steel (2017). Communities of practice. Springer Nature.
Why do we need to
continuously
improve our
teaching?
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Promoting
Student Learning
How do teacher
leaders promote
student learning?
Guskey Model
 Teachers’ Use of New Knowledge and Skills - Did the
participants actually apply their new skills and knowledge in
the classroom?
 Student Learning Outcomes - Most importantly, did the
students improve as a result of their teachers’ professional
development? J. H. Holloway (2006). Connecting professional development to student learning gains. Science Educator.
Focus of Professional Development
 School-based and job embedded
 Focused directly on the intersection of student learning
through content and pedagogy
 Aligned with curriculum linked with improved teacher learning,
instructional practice and student learning outcomes J. C. Fairman, D. J.
Smith, P. C. Pullen, & S. J. Lebel (2020): The challenge of keeping teacher professional development relevant. Professional Development in
Education.
Do We Talk About These Questions? Think About Their Teaching
 Critical reflection raises our chances of taking informed
actions.
 Informed actions are based on assumptions that have been
carefully and critically investigated. Informed actions can be
explained and justified to interested colleagues and students
and their rationale can be clearly communicated. S. P. Brookfield (2017).
Becoming a critically reflective teacher. Jossey-Bass.
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Improved
Teaching
Improved student
performance
Proximity Proposition
 It is what teachers do in the classroom that most directly
affects student learning outcomes; therefore, it is not
surprising that teachers’ behaviours are such important
influences on subsequent learning. A. Harris & D. Mujis (2005). Improving schools through
teacher leadership. Open University Press.
Changing Teaching
Practices
What are the changes do we need to
introduce?
Change in Teaching Practices
 School improvement endeavors are centered upon changing
teachers’ everyday teaching practices in a way that brings
about desired student learning outcomes.
 Changes in such components as student assessment, student
grouping, materials used, topics covered, teaching methods
used, the types of work that teachers have students do, the
kinds of questions that teachers ask, and meeting the needs
of individual students. A. C. Kilinc , M. S. Bellibas & M. Polatcan (2020): Learning-centred leadership and change in
teacher practice in Turkey. Educational Studies.
What Are We Looking For?
 Teams of teachers who gather with a common purpose to look
at improving teaching and learning in their classrooms over
time become a community of learners.
 To create a professional learning community, focus on
learning rather than teaching, work collaboratively, and hold
yourself accountable for results. Jan Burgess (2009). Other duties as assigned. Association for
Supervision and Curriculum Development.
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How can I help my
colleagues improve
the quality of their
teaching?
Revisit the Following Points
• How do I lead student learning focusing on
promoting my colleague’s professional
development?
• I do make a difference in the
professional development of my
colleagues; I can help them improve.
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