This week, I wanted to share with you a study published by the Shen et. al (based at the University of Western Michigan) in 2020.
Objectives of study: To establish what impact ‘teacher leaders’ have on improving student outcomes and educational experiences. Teacher leadership here is defined as the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement. Importantly, teacher leadership is not just those who are ‘middle leaders’ or ‘senior leaders’ under this definition.
Summary of findings:
Of the different dimensions of teacher leadership, the dimensions of ‘facilitating improvements in curriculum, instruction and assessment’ and ‘promoting teacher professional development’ have the strongest relationship with student academic achievement.
There is a slightly stronger relationship between teacher leadership and achievement in Maths, than in achievement in reading.
There was no moderating impact in the relationship seen between different types of teacher leadership including teacher empowerment and distributed leadership.
How does this impact me and my practice?: Some reflections questions arising from this that might be helpful to consider are:
How can I be a teacher leader when looking at the curriculum, instruction and assessment?
How can I facilitate and promote professional development in the others around me?
What makes an excellent teacher leader? How can I embody these qualities?
If anyone would like to discuss this further with me (Jaya) - please do comment below! Start the discussion!
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