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    Heather Claxton, M.Ed Amanda Wilson, M.Ed

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    Vaughn Ganelo
    The document discusses teacher leadership and identifies three teachers - Angela Lumpkin, Heather Claxton, and Amanda Wilson - as exemplifying the characteristics of teacher leaders. It describes teacher leaders as sharing their specialized knowledge and expertise with other teachers to improve instruction and student learning. The document outlines the evolution of teacher leadership roles from managerial to collaborative and proposes that teacher leaders work with colleagues to transform classrooms and schools by focusing on student learning, empowerment, relationships, and collaboration.

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    Heather Claxton, M.Ed Amanda Wilson, M.Ed

    Uploaded by

    Vaughn Ganelo
    281 views1 page
    The document discusses teacher leadership and identifies three teachers - Angela Lumpkin, Heather Claxton, and Amanda Wilson - as exemplifying the characteristics of teacher leaders. It describes teacher leaders as sharing their specialized knowledge and expertise with other teachers to improve instruction and student learning. The document outlines the evolution of teacher leadership roles from managerial to collaborative and proposes that teacher leaders work with colleagues to transform classrooms and schools by focusing on student learning, empowerment, relationships, and collaboration.

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    TEACHER LEADER

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    The document discusses teacher leadership and identifies three teachers - Angela Lumpkin, Heather Claxton, and Amanda Wilson - as exemplifying the characteristics of teacher leaders. It describes teacher leaders as sharing their specialized knowledge and expertise with other teachers to improve instruction and student learning. The document outlines the evolution of teacher leadership roles from managerial to collaborative and proposes that teacher leaders work with colleagues to transform classrooms and schools by focusing on student learning, empowerment, relationships, and collaboration.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    281 views1 page

    Heather Claxton, M.Ed Amanda Wilson, M.Ed

    Uploaded by

    Vaughn Ganelo
    The document discusses teacher leadership and identifies three teachers - Angela Lumpkin, Heather Claxton, and Amanda Wilson - as exemplifying the characteristics of teacher leaders. It describes teacher leaders as sharing their specialized knowledge and expertise with other teachers to improve instruction and student learning. The document outlines the evolution of teacher leadership roles from managerial to collaborative and proposes that teacher leaders work with colleagues to transform classrooms and schools by focusing on student learning, empowerment, relationships, and collaboration.

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    The three teachers who display the characteristics of a TEACHER LEADER:

     Angela Lumpkin, PhD


    Texas Tech University
     Heather Claxton, M.Ed
    Birdville Independent School District
     Amanda Wilson, M.Ed
    Zwink Elementary School

    Teacher leaders who share their specialized knowledge, expertise, and experience with other teachers
    broaden and sustain school and classroom improvement efforts. Teacher leaders can transform
    classrooms into learning laboratories where every student is engaged in relevant and well-designed
    curricular content, every teacher embraces the use of more effective instructional strategies, and
    authentic assessments provide evidence of rich student learning. This work describes four essentialities
    associated with teacher leaders: a focus on student learning, along with the importance of
    empowerment, relationships, and collaboration. In addition to gleaning insights from the literature,
    examples of the impact of teacher leaders in schools are provided to demonstrate the importance of
    each.

    Teacher leadership is not a new concept. Rather, the call for teacher leaders to help improve the K-12
    educational system is approaching half a century of existence. Silva, Gimbert, and Nolan (2000) identify
    three evolutionary stages of teacher leadership. In the first stage, schools appointed teacher leaders to
    serve as department heads or master teachers with the emphasis on controlling other teachers. This
    managerial role in effect neutered other teachers, thus undermining what might have been
    accomplished. In the second stage, teacher leaders became instructional leaders or curriculum
    developers. While some benefits emerged, these roles set teacher leaders apart from their colleagues
    and lessened the impact on overall educational enhancement. In the third stage, teacher leaders worked
    with peers to improve professional practice by doing things they might not otherwise do, such as
    redesigning schools, mentoring colleagues, solving school-wide problems, and engaging in professional
    development activities. In this most recent and current iteration, the teacher leader has taken on a
    collaborative role.

    According to this conceptualization of teacher leadership, teacher leaders would “slide the doors open”
    to collaborate with other teachers, discuss common problems, share approaches to various learning
    situations, explore ways to overcome structural constraints of limited time, space, resources, and
    restrictive policies, or investigate motivational strategies to bring students to a deeper engagement with
    their learning.

    Teacher leaders who collectively share with colleagues their specialized knowledge, expertise, and
    experience can help principals broaden and sustain school and classroom improvement efforts.
    Developing the leadership capabilities of teachers to serve as mentors, instructional coaches, and
    facilitators in myriad ways should be a top priority and occur through continual professional
    development. To help each school fulfill its mission and energize and expand the professionalism and
    professional contributions of teachers, the expertise of all teachers, and especially teacher leaders, is
    needed. Teacher leaders working with colleagues can transform schools and classrooms into learning
    laboratories where every student participates in relevant and well-designed curriculum, benefits from
    learner-centered instructional strategies, and completes authentic assessments to show evidence of
    learning.

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