The Teacher and Principal Relationship with the Principal as Leader
Research indicate that the primary role of the principal is that of
the school "leader." The decision a principal makes concerning the issue
of instructional leadership and the extent to which that principal
develops the skills needed to exercise appropriate instructional
leadership will influence what does or does not happen in classrooms
throughout the country. Marks and Printy (2003) agree that the
importance of the instructional leadership responsibilities of the
principal cannot be ignored, nor can the reality that good leadership
skills are seldom practiced. Principals require information and skills
in order to support practices of instructional leadership in their
schools. They need to know what effective instructional leadership is
and how to become an effective instructional leader. Tasks to be
accomplished encompass those of supervision and evaluation of
instruction, of staff development activities, of curriculum development
knowledge and activities, of group development knowledge and activities,
of action research, of development of a positive school climate,…...

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Bibliography

Barnett, K & McCormick, J. (2004). Leadership and Individual Principal-

Teacher

Relationships in Schools. Educational Administration Quarterly,

40(3), 406-434.

Bagnaschi, K. (2004). An Examination of School Leadership. Trends &

Tudes,

The study itself was based in a rural southern school of 720 students and 62 teachers...During professional development days, nine teachers were asked to present a program that focused on a particular effective teaching practice in which they excelled based upon the evaluations, both formal and informal, of the campus administration" (ickey & arris, 2005: 4).It was thus a school-specific professional leadership plan, not one connected to a lager leadership theory or methodology of teaching, hence, the article contends, its greater usefulness to practitioners. It also acted as a facilitator of greater collegiality amongst educators.
The sessions also had quantitatively and qualitatively-based feedback evaluation surveys. "In evaluating the experience, 63.4% of the teachers had positive feelings about professional development when teachers were used within the district to share expertise" and expressed positive feelings about being led by peers to improve school policy (ickey & arris, 2005: 4; 5). The district…...

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However, one of the problems of the article is that, rather than focus on the specifics of the study, it frames it in a more general overview of the foundation of practitioner research, the need to regard teachers as experts, the value of collaborative efforts in school organizations and the under-utilization of teachers as leaders in change plans (Hickey & Harris, 2005:1). The study itself was based in a rural southern school of 720 students and 62 teachers...During professional development days, nine teachers were asked to present a program that focused on a particular effective teaching practice in which they excelled based upon the evaluations, both formal and informal, of the campus administration" (Hickey & Harris, 2005: 4).It was thus a school-specific professional leadership plan, not one connected to a lager leadership theory or methodology of teaching, hence, the article contends, its greater usefulness to practitioners. It also acted as a facilitator of greater collegiality amongst educators.

The sessions also had quantitatively and qualitatively-based feedback evaluation surveys. "In evaluating the experience, 63.4% of the teachers had positive feelings about professional development when teachers were used within the district to share expertise" and expressed positive feelings about being led by peers to improve school policy (Hickey & Harris, 2005: 4; 5). The district decided, as a result of this experimental change, to instate peer-based professional development into the current mode of curriculum critique and professional development, as well as providing outside consultants.

The problem with the article lies in its lack of specificity. What types of changes were proposed by the outside consultants, and why were the internal opinions of the teachers' superior, rather than such outside consultant? The lack of specificity gives a lack of credibility to the changes, as it is only based in cited statistical evidence, not in actual demonstrations of how the school's culture was reformed. Furthermore, although the teachers may have had positive thoughts and feelings about the experience, no data was collected as to the student's improvement, as a result of exposure to new techniques, or even if teachers adopted the techniques of their peers.

Leadership in Action
The process of planning for the teacher leadership initiative from the identification of a need/issue to address to action planning and determining measures for evaluation can be regarded as collaborative action research. Lee, Sachs & Wheeler (2014) contend that teachers can carry out action research through taking what their learning activities in the classroom and leveraging it to help enhance the performance of the school community. Together with my colleagues from the innovation council for change and technology inclusion, we undertook a teacher leadership initiative that was geared towards enhancing the adoption of technology and online resources in teaching practice. This process is geared towards promoting collaboration between veteran teachers and novice leaders in order to improve teaching practice in a manner that helps in meeting the needs of the 21st Century students/learners.
The teacher leadership initiative we undertook is a form of collaborative action research process because it…...

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References

Diana, T. J. (2011). Becoming a teacher leader through action research. Kappa Delta Pi Record, (47)4, 170-175.

Lee, J. S., Sachs, D., & Wheeler, L. (2014). The crossroads of teacher leadership and action research. The Clearing House, 87, 218-223. 

 

Influence is important in transactional leadership, not pure dictatorship.
Still, deciding upon a new mode of curriculum instruction to improve scores on a school wide basis would best be served by soliciting input from a number of sources in the triadic mode, according to the article. The need to facilitate effective and equal dialogue between teaching colleagues in the field is one of the strengths of a sharing approach to leadership. Teachers can pool resources, for example, as to what methods they currently use and what changes might be helpful. Parents can provide input about student frustrations, and administrators can examine the feasibility of new programs. Breaking down barriers is another positive aspect of this mode, as well as giving teachers leadership roles outside of their immediate classroom domains.

The article persuades the reader that changes must take place from the ground up, focusing on individual classrooms, although there is a…...

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One of the article's strengths is that it does not view any leadership perspective with a dogmatic perspective. For example in the classroom itself, to maintain guidance of the class, a teacher might find a transactional mode more appropriate. But in a wider school effort, the article expresses the view that triadic leadership is preferred, for while transactional leadership might be effective in some circumstances, for example, walking a recalcitrant student down a hallway, this approach is not really an effective governing mode to initiate substantive organizational changes. For example, a charismatic teacher with the clearly defined goal of improving student's math scores can be a transactional leader. Even teachers can benefit from transactional strategies in terms of their own professional developments, as two classroom advisors of a teacher's methodology noted: "You're influencing what people are doing but you're not there to say what they're doing is wrong" (Webb, Neumann & Jones, 2004: 3). Influence is important in transactional leadership, not pure dictatorship.

Still, deciding upon a new mode of curriculum instruction to improve scores on a school wide basis would best be served by soliciting input from a number of sources in the triadic mode, according to the article. The need to facilitate effective and equal dialogue between teaching colleagues in the field is one of the strengths of a sharing approach to leadership. Teachers can pool resources, for example, as to what methods they currently use and what changes might be helpful. Parents can provide input about student frustrations, and administrators can examine the feasibility of new programs. Breaking down barriers is another positive aspect of this mode, as well as giving teachers leadership roles outside of their immediate classroom domains.

The article persuades the reader that changes must take place from the ground up, focusing on individual classrooms, although there is a district-wide goal to provide motivation and inspiration. In a purely transactional mode, when taught by professional leaders: "The teacher leaders identified here believed the work they were doing with their colleagues would help bring about changes in mathematics teaching that would improve students' learning in their district. As a result, when the leaders persuaded other teachers to participate in the professional development experience, all the teachers involved were motivated to develop a shared vision for teaching mathematics" (Webb, Neumann & Jones, 2004: 4). But triadic leadership requires a broader concern for individual actors, as in a purely transactional mode: "teacher leaders never considered questions such as, 'Will all [my] students benefit equally from the new curriculum?' And 'Are all teachers equally served by the new professional development plan?'" (Webb, Neumann & Jones, 2004: 5). Input from parents, teacher's organizations, and special education students as well as the teachers leading the professional development plan can help answer these critical questions in a triadic mode.

Article Review: Leadership and Change According to Ankrum (2016) in his article “Utilizing Teacher Leadership as a Catalyst for Change in Schools,” teachers are an often-underused resource for schools to institute meaningful changes and to provide critical data to educational administrators to support new initiatives. Rather than viewing teachers as passive followers, they should be viewed as active participants in the change process. The article is founded upon a concept of leadership theory known as distributed leadership (versus charismatic or visionary leadership) which suggests that leadership is best distributed in different ways throughout an organization for it to function effectively. Given the individualized nature of instruction and the fact that teachers do function in many ways already as de facto leaders in the classroom, this would seem like an appropriate paradigm.
Teacher leadership, the article notes, can take formal and informal roles. Teachers as a whole are already more apt than other…...

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References

Ankrum, R. (2016). Utilizing teacher leadership as a catalyst for change in schools. Journal of Educational Issues, 2 (1), 151-165.

Teacher Leadership: Opportunities and ChallengesTeacher leadership is what paves the way for teachers to have an influential impact on decision-making regarding the betterment of schools. It is something that helps cultivate an environment of collaboration and ongoing learning (Ackerman & Mackenzie, 2007). It is necessary and vitalbut becoming a teacher leader is not easy. Two areas from the Carnegie list that resonate with me are curriculum development and implementation, and professional development and training. In my view, we need a regular review and update of the curriculum so as to better affect positive student outcomes. Teachers also need access to the latest tools and strategies (Barth, 2007). Still, we are met with resistance to change. Many teachers are reluctant to embrace new content or methodologies. We are met with a lack of resources. The money, time, and manpower simply are not there in a lot of cases. We are met…...

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References

Ackerman, R., & Mackenzie, S. (2007). Uncovering teacher leadership: Essays and voices from

the field. Thousand Oaks, CA: Corwin Press.

Barth, R. S. (2007). The Teacher Leader. In R. Ackerman & S. Mackenzie (Eds.), Uncovering

Teacher leadership is a concept that refers to the simultaneous administrative roles and classroom educator roles that teachers play in the modern school environment. The emergence of this concept in the modern educational environment is attributable to the fact that teachers are increasingly assuming roles that are beyond the classroom environment. In essence, teachers play various roles in the school setting that are geared towards creating a safe learning environment for all students. The professional community of teachers at my school focuses on enhancing teacher leadership through promoting collaboration between teachers regarding their professional work, assessment of student learning, and evaluation of student data. The school’s professional community promotes individual commitment and collective mobilization, which helps in enhancing the roles of teachers as leaders in the learning environment.
An example of a situation where I provided leadership in my school involves a situation where many girls in my class were not…...

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References

Kinney, P. (2008). Transforming Teacher Leadership: A Conversation with Douglas Reeves. Principal Leadership, 9(2), 20-24.

Kurtz, S. (2009). Teacher Leadership. Leadership, 39(1), 12-15.

Wilson, A. (2016). From Professional Practice to Practical Leader: Teacher Leadership in Professional Learning Communities. International Journal of Teacher Leadership, 7(2), 45-62.

 

eferences

Atkinson, .C. & Shiffrin, .M. (1968). "Human memory: A proposed system and its control processes." in, Spence, K. & Spence, J. (Eds), Advances in the Psychology of Learning and Motivation, 2(1): New York: Academic Press.

Bailey, a.J. (1986). Policy making in schools: Creating a sense of educational purpose.

Balshaw, M. (1991). Help in the classroom. London: David Fulton Publishers.

Campbell, J., Kyriakides, L., Mujis, D. & obinson, W. (2004). Assessing teacher effectiveness: Developing a differentiated model. New York: outledge Falmer.

Field, K., Holden, P. & Lawlor, H. (2000). Effective subject leadership. London:

outledge.

Hoban, G.F. (2002). Teacher learning for educational change. Buckingham: Open

Likert, . (1961). New patterns of management. New York: McGraw-Hill.

Loughran, J. & Wallace, J. (2003). Leadership and professional development in science education: New possibilities for enhancing teacher learning. London: outledge Farmer.

MacBeath, J. (1998). Effective school leadership. London: Paul Chapman Publishing.

Maslow, a.H. (1943). "A theory of human motivation." In Vroom, V. & Deci, E. (1970),

Management…...

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References

Atkinson, R.C. & Shiffrin, R.M. (1968). "Human memory: A proposed system and its control processes." in, Spence, K. & Spence, J. (Eds), Advances in the Psychology of Learning and Motivation, 2(1): New York: Academic Press.

Bailey, a.J. (1986). Policy making in schools: Creating a sense of educational purpose.

Balshaw, M. (1991). Help in the classroom. London: David Fulton Publishers.

Campbell, J., Kyriakides, L., Mujis, D. & Robinson, W. (2004). Assessing teacher effectiveness: Developing a differentiated model. New York: Routledge Falmer.

One example of this flaw is found in the third force in Sergiovanni's model, the educational force, which is associated with gathering and analyzing specialized knowledge applicable to education (Victoria Department of Education 2007). At the private senior school where I am employed, certain school leaders have certainly mastered the educational force and have amassed a wide range of specialized educational knowledge, but their inability to interact effectively with their colleagues in the school has rendered this knowledge largely useless. In fact, the interpersonal difficulties that these leaders have in dealing with others have led to a certain level of resentment regarding such information as it has become attached to hostile personalities.

Yet despite this apparent flaw of Sergiovanni's hierarchy, the actual identification and separation of the forces in his Model of ransformational Leadership still holds up to examination. hese first three forces taken separately paint a nearly complete picture of…...

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The symbolic force in Sergiovanni's leadership framework is the aspect of leadership that involves providing an example to other members of the learning institution in regards to making this type of differentiation (Victoria DOE 2007). Particular behaviors that exhibit this force include clearly reflecting goals and priorities through action -- basically "leading by example" -- and making "explicit reference to school goals when decisions are being made about changes within the school" (Victoria DOE 2007). Sergiovanni's separation of this aspect of leadership makes total sense; the symbolic elements of a leadership role do not involve any direct practical action that is immediately relevant to educational situations, but instead helps both the leader and those under her or his leadership to prioritize their practical decisions.

The fifth and final leadership force that Sergiovanni identifies, and the one that appears at the pinnacle of his pyramid, is the aspect of cultural leadership which makes a sort of "high priest" out of the leader (Sergiovanni 1984). This is where the hierarchy defined by Sergiovanni truly makes sense; just as the symbolic level of leadership is meant to differentiate and prioritize the other leadership aspects according to the various goals of the school/learning institution, the higher level of cultural leadership's aim is "leading the school community by defining, strengthening, and articulating values and beliefs that give the school identity over time" (Victoria DOE 2007). That is, the effective cultural leader will consistently define goals (i.e. The aims of the symbolic aspect of leadership) that in turn reflect the aims of each of the lower three leadership forces. My particular place of employment has been decidedly lacking in cultural leadership, but this in no way subtracts from the validity of Sergiovanni's Model of Transformational Leadership. Rather, the noticeable absence of effective long-term and consistent leadership in my school can be seen as the direct result of failings in the symbolic and cultural leadership forces at work (or not at work) in the private senior school.

Part of the problem with the differentiation of leadership roles in theoretical frameworks is the subsequent attempt to fragment leadership in practical situations by placing certain leaders in charge of different aspects of the school. Though this can be effective and even necessary to a degree in many situations, my experience has shown that Sergiovanni's insistence that the separability of these leadership aspects is theoretical only, and cannot be effective in real world situations.

Change
A consulting service is defined as the services delivered to the business, public organizations and other entities by a qualified and independent professional. Schein model of problem solving is one of the major theories of consulting consisting of two cycles of activities: The first cycle consists of a problem formulation, proposal for a solution, testing the solutions before the implementation plan. (Ajmal, Nordtsrom, & Helo, 2009). The second cycle of activity involves the action planning, taking action steps, and evaluating the outcomes. However, the flawless consulting model comprises of five phases that include evaluation, implementation, feedback, discovery and contracting. On another hand, a model of systemic process consulting involves four phases that include gathering the information, building the hypothesis, planning, and interventions. However, the advanced in the information technology and competitiveness in business environment have made the aforementioned consulting models to be gradually obsolete. As being revealed in Fig…...

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Reference

Ajmal, M., Nordtsrom, F., & Helo, P. (2009). Assessing the effectiveness of business consulting in operations development projects. International Journal of Productivity and Performance Management, 58(6), 523-541. doi: 10.1108/17410400910977073

Joseph, M, S. (2005). A case study of teacher leadership as a strategy for implementing change Sawyer, Boston College, Proquest Dissertations Publishing.

Kilmann, R.H. & and Mitroff, I.I. (1979).The Problem Defining and the Consulting/Intervention Process. California Management Review, 21 ( 3).

Lisa, P. M (2013). Healthcare Reform: Innovative and Other Proven Strategies for Successfully Managing and Implementing Organizational Change Pinkney, University of Maryland University College, Proquest Dissertations Publishing.

Teacher LeadershipTeacher leadership can be described as the power to influence, affect, change, and direct students, peers, families, and communities so as to improve both learning practices and student achievement outcomes (Danielson, 2006). One of the most compelling benefits that teacher leadership brings to students is the enhancement and enrichment of the learning environment. When teachers become leaders, they create a culture of innovation and collaboration that enables students to rise up to the level of leadership, too. In other words, teacher leadership supports the growth and development of the learner to become a leader.For others teachers, I would say that one of the most significant benefits of teacher leadership is the opportunity for greater professional growth. Acting as a leader usually means there are chances for professional development. These chances help to increase the effectiveness of teaching practices and raise the standards of the teaching community as a whole.…...

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ReferencesDanielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.National Board for Professional Teaching Standards.Links to an external site.(n.d.). Home. Retrieved from  http://www.nbpts.org/

eflective Essay on Teacher LeadershipIntroductionThis course has been very helpful in giving me a sense of what it means to be a teacher who leads. As I reflect on the values, goals, skills, and dispositions assessments conducted in the initial weeks, I can see how well I have grown and identify areas for continuous improvement. Here, I will discuss my greatest insights, hopes, concerns, and plans for future development in teacher leadership.Greatest Insight from the CourseMy greatest insight from the course is the impact that teacher leadership has on student learning and the overall school environment. I now understand that teacher leadership involves influencing colleagues, advocating for change, and developing a culture of continuous learning (Hollis, 2018). One point of importance, in particular, is the ability to engage in collaborative professional learning, as highlighted by Danielson (2006). Indeed, this is what separates teacher leaders from their peers.Greatest Hope and Concern…...

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ReferencesAckerman, R., & Mackenzie, S. (2007). Uncovering teacher leadership: Essays and voices from the field. Thousand Oaks, CA: Corwin Press.Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.Hollis, N. T. (2018). Blueprint for engagement: Authentic leadership. CRC Press.

Teacher leader(s) is an individual teacher or a group of teachers who can influence their fellow teachers, the principal and other members of the communities of the school so as to improve learning and teaching practices. The aim of teacher leaders is the increase of student learning as well their achievement. Teacher leaders are therefore facilitators within the school and are important elements when it comes to the spread and strengthening of reforms and improvements in schools. The definition of teacher leadership gives it value as well as making it realistic and an accelerated process of progress towards development of leaders in the community (WETA Washington DC, 2013).
Individual capabilities

There are various individual capabilities that enable a person to be a good leader in an organization. Team leadership ability is one of the capabilities I possess as a teacher. This means that I can drive students and my colleagues towards the…...

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References

Harrison, C. & Killion, J. (2007). Ten Roles for Teacher leaders. Retrieved March 21, 2013 from  http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx 

Sorrells, S., & Patterson, S. (2008). Types of Change. The Linked Business Models. Retrieved March 21, 2013, from  http://www.westbrookstevens.com/Types_of_Change.htm 

WETA, Washington DC.(2013).What Does Research tell us About Teacher Leadership? Retrieved March 21, 2013 from  http://www.readingrockets.org/article/24932/

Leadership Style
Perhaps it is the subliminal desire to be a teacher. Or maybe it is that I never had the opportunity to actually stand in front of a room and instruct. Whatever the reason, I see myself falling into the leadership role of teacher and mentor.

A enjoy the different personalities and styles of people. That could be one of the motivations for being inclined toward this type of leadership. Teaching or mentoring is a very interpersonal type of leadership style. I get satisfaction from seeing and encouraging others and sharing information with them. In return, I learn a great deal from them as well. I also gain greater self-esteem when people tell me I am doing a good job or thank me for helping out. It is a real boost to the ego.

In a classroom setting, at parties and casually talking with friends, when playing sports and in meetings, I…...

49). That goes for leaders in the learning community as well. Thessin asserts that while it is important to teach students to solve problems, there is a lack of focus on another important, related goal: "the need for teachers to learn to do the same" (49). Teachers are leaders and they must be given the training to develop problem solving skills along with the other important skills mentioned in this paper.
orks Cited

Alansari, Eissa M., and Albustan, Suad A. (2009). Center for Continuing Education and Community Service at Kuwait University: A Model in Leadership for Adult and Continuing

Education. College Student Journal, 43(2), 1-8.

Fulton-Calkins, Patsy, and Milling, Charlie. (2005). Community-College Leadership: An Art to be Practiced: 2010 and Beyond. Community College Journal of Research and Practice, Vol.

29, 233-250.

Jameson, Jill, Ferrell, Gill, Kelly, Jacquie, alker, Simon, and Ryan, Malcolm. (2006). Building

trust and shared knowledge in communities of e-learning practice: collaborative leadership in…...

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Works Cited

Alansari, Eissa M., and Albustan, Suad A. (2009). Center for Continuing Education and Community Service at Kuwait University: A Model in Leadership for Adult and Continuing

Education. College Student Journal, 43(2), 1-8.

Fulton-Calkins, Patsy, and Milling, Charlie. (2005). Community-College Leadership: An Art to be Practiced: 2010 and Beyond. Community College Journal of Research and Practice, Vol.

29, 233-250.