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Teacher leaders are people who lead by example and, in this school, most are not afraid to speak up even if it is not politically correct. Teacher leaders are selfless people who are looking out for what is best for all, especially the students. They are risk takers. With the introduction of technology and accountability measures, education appears to have changed more in the first seventeen years of the 21st century then in the entire prior 100 years of our nation. The knowledge and skills required by school administrators has greatly expanded. To that end, it seems most appropriate that schools are lead not only by a principal, but also by the teachers. The collective knowledge of a group of professionals is stronger than the knowledge of one individual person. Teacher leadership appears as a natural concept to utilize in order to achieve successful school reform and to increase the use of technology as an instructional tool. This study focuses on the specific actions of building principals in public secondary schools which will cultivate and nurture the leadership potential in teachers. A qualitative study, this research involved a multi-case study approach and focused on three public secondary schools spanning two Pennsylvania counties. Ninety-four surveys were conducted of professional employees. Of those, three building principals and seven of their teachers were selected to be observed and interviewed. While teacher leadership requires active steps be taken by both teachers and principals, this research centered on what the principal needs to do in order to nurture teachers to be leaders within their schools. A culture of trust and collaboration is essential, as is a shared vision of where the school is headed. / Educational Administration

This case study investigated the ethic of the profession, one of the four ethical frameworks used for ethical decision-making in education. Typically, this line of research is applied to school administrators; however, this investigation extended this research to teacher leaders by examining their daily practice. Out of a pool of thirty-six respondents, nine teachers were chosen to participate in the study. These teacher leaders were employed in urban, exurban, and suburban school districts, with experience levels varying from three to thirty-three years. Participants were required to complete the following: the Self-Assessment to Assess Readiness for Leadership, creation of personal code of ethics, and the creation of professional code of ethics. An in-depth interview to discuss the codes, and clashes between codes was conducted, as well as a second interview to address an ethical dilemma identified by the participants. Categorical analysis was used to recognize recurring themes. A conceptual model of the decision-making process was developed to explain the phenomena observed in these data. In addition, recurring themes were identified through analysis of the interview data. Themes included a prevailing concern for fairness, student welfare, educational equality, safety, and student discipline. When responding to critical events that triggered ethical dilemmas, these participants habitually used their personal and professional codes of ethics to determine a course of action. Participants exhibited a sophisticated decision-making approach which moved participants past the reliance on one ethical frame of justice, critique, or care, into the use of multiple paradigms to solve ethical dilemmas. In the final analyses, the ethic of the profession was demonstrated by these nine teacher leaders through reflection and reliance on personal and professional codes of ethics, and by placing students at the center of the ethical decision-making process. / Educational Administration

Det primära syftet med denna studie var att undersöka hur aktiva lärare tillämpar och uppfattar sitt ledarskap samt hur det kan bidra till hur undervisningen kan utforma en god läs- och skrivundervisning. Frågeställningarna “Hur synliggörs lärarens ledarstil i klassrummet och på vilket sätt utövar de sina ledaruppgifter i relation till läs- och skrivundervisning?” och “Vilka uppfattningar har lärare kring sitt ledarskap och ledarstil i klassrummet samt de ledaruppgifter som används i läs- och skrivundervisning?” besvarades genom observationer av sju svensklektioner och genom intervjuer med sex lärare på olika skolor i Stockholms län. Därefter analyserades resultatet med hjälp av tematisk analys. För att öka förståelsen för ledarskapets dynamik inom dessa undervisningspraktiker, användes ledarskapsteori och sociokulturell teori som ramverk.  Analysen uppmärksammade tre distinkta teman; Tydlighet i handling och ord, Variation av struktur och rutiner, samt Anpassningsbart ledarskap. Studien visade att lärares ledarskap i läs- och skrivundervisning präglas av tydlighet genom muntliga och skriftliga instruktioner, varierad struktur och rutiner samt anpassningsbarhet hos lärare för att möta elevers skiftande behov. Lärarnas uppfattningar om sitt ledarskap överensstämde delvis med vad som observerades i klassrummet.  Slutsatserna underströk den viktiga roll som ett situationsanpassat ledarskap spelar för att utforma en god läs- och skrivundervisning, och framhävde självinsikt och medvetenhet som viktiga aspekter. Dessa insikter bekräftade inte bara befintliga teorier om vikten av ett flexibelt och anpassningsbart ledarskap inom utbildningsvetenskap, utan belyste också behovet av kontinuerlig utveckling av ledarskapsförmågor bland lärare. Implikationerna från denna studie antydde på att ytterligare forskning behövs för att fördjupa sig i dessa komplexa frågor och för att utforska potentiella ledarskapsstrategier som kan underlätta pedagogiskt arbete och anpassning av lärares ledarskap. / The primary purpose of this study was to investigate how active teachers apply and perceive their leadership and how it can contribute to shaping good reading and writing instruction. The research questions “How is the teachers’ leadership style manifested in the classroom, and in what ways do they perform their leadership tasks in relation to reading and writing instructions?” and “What are teachers’ perceptions of their leadership and leadership style in the classroom, and the leadership tasks used in reading and writing instructions?” were addressed through observations of seven Swedish lessons and interviews with six teachers at various schools in Stockholm County. The results were then analyzed using thematic analysis. To increase understanding of the dynamics of leadership within these teaching practices, leadership theory and sociocultural theory were used as frameworks.  The analysis highlighted three distinct themes: Clarity in action and words, Variation of structure and routines, and Adaptable leadership. The study found that teachers’ leadership in reading and writing instruction is characterized by clarity through oral and written instructions, varied structure and routines, and the adaptability of the teacher to meet the changing needs of pupils. The teachers’ perceptions of their leadership partially aligned with what was observed in the classroom.  The conclusions emphasized that situational leadership plays an important role in shaping good reading and writing instruction and highlighted self-awareness and consciousness as key aspects. These insights not only confirmed existing theories on the importance of flexible and adaptable leadership in educational science but also underscored the need for continuous development of leadership skills among teachers. The implications of this study implied that further research is needed to delve into these complex issues and explore potential leadership strategies that can facilitate pedagogical work and the adaptation of teacher leadership.

Historically, being self-reflective has not been evidenced as critical to the career advancement of teachers aspiring to leadership roles. Five teacher leaders in a southwestern school district participated in a district Teacher Leadership Certificate Program (TLCP), which included self-reflective practices to broaden their understanding of the tools necessary to be an effective leader in 21st century schools. Theories of change suggest that teachers must acquire new knowledge and apply this new knowledge in practice. The theoretical framework for this project study was Mezirow's transformative learning theory. A narrative design was employed to identify the change process experienced by the 5 teacher leaders using elements of transformational theory. A questionnaire, observation protocol, and multiple interview instruments were used to examine 1 elementary and 4 secondary school teacher leaders, concluding with an essay. Interviews focused on the perceptions of the participants through inquiry that described their transformation to leaders as agents of change. Emergent themes were identified from the data through open coding and thematic analysis. Themes included teachers using self-reflection to enhance leadership goals and career development. The subsequent project was a 3 day professional development for all teachers at the study site on developing teacher leadership. The implications for promoting positive social change include providing research results to the local site on the use of self-reflection practices of teacher leaders and supporting professional development to improve teacher leadership educational practices.

Caracterizar o significado de liderança é um aspecto que permite discutir a atuação do professor na escola e a possibilidade de avanços de projetos diferenciados de educação ambiental (EA) dentro e fora da sala de aula. O objetivo deste estudo é caracterizar a liderança dos professores na perspectiva de gestores de secretarias de educação e meio ambiente, envolvidos com EA escolar, e de professores por eles indicados como aqueles que são agentes de mudanças em EA nas escolas. Foram consultados quatro gestores a partir de seus cargos ocupados em instituições públicas e realizou-se uma entrevista semiestruturada, gravada e transcrita, com os mesmos para a escolha de quatro docentes vistos por estes gestores como lideranças em EA em suas escolas. De todos os nomes colocados, os docentes foram selecionados pela facilidade de serem os únicos quatro conhecidos pela pesquisadora. Com estes, realizou-se uma entrevista que seguiu o mesmo método da realizada com os gestores. As respostas foram analisadas e comparadas pergunta a pergunta, para que se pudessem encontrar regularidades e tendências entre concepções de gestores e professores e para que estas fossem discutidas em relação à construção da liderança docente em EA. A partir das entrevistas, foram propostos 6 focos de análise e interpretações: 1- Diferença da concepção de liderança docente por gestores e professores: ambos reconhecem que existem, na escola pública, professores capazes de realizar projetos diferenciados de EA, porém são lideranças informais. Sua valorização seria o maior apoio da direção para facilitar o trabalho e reconhecimento dos docentes líderes; 2- Trabalho coletivo das lideranças docentes: professores e gestores reconhecem o aspecto central da colaboração para a ação do professor líder. Porém, ela é vista, por parte dos gestores, como \"uma via de mão única\" no qual os professores colaboram com os projetos dos gestores, mas o contrário não é mencionado; 3- Projetos como os principais trabalhos desenvolvidos pelas lideranças docentes em EA: professores e gestores comentaram sobre os trabalhos com EA e perceberam que as lideranças docentes os desenvolvem dentro e fora da sala de aula; 4- Dificuldades para o surgimento de lideranças docentes em EA nas escolas: para os professores, centram-se na falta de apoio dos colegas e nas formas de gestão que fiscalizam seus trabalhos. A maior parte dos gestores pouco compreende as especificidades do trabalho docente; 5- Desvalorização da liderança pelos gestores e pelo sistema e a EA na escola: gestores e professores concordam que há desvalorização de docentes que se envolvem em mudanças; 6- Relação frágil entre tornar a escola mais democrática e participativa por meio do professor líder e a EA: pouco são lembradas as instâncias de decisão dos professores, como os Conselhos Escolares e PPP e como podem ser instrumentos de mudanças para que a sustentabilidade seja inserida nas escolas. Não são claras as especificidades da EA para gestores ou professores, pois apenas uma gestora entrevistada relaciona os fundamentos da EA às ações na escola. Em se tratando de gestores exatamente desta área em órgão público, este aspecto torna-se preocupante. / Characterizing the meaning of leadership is an aspect that allows discussing the teacher\'s performance in the school and the possibility of advancement of differentiated environmental education (EE) projects inside and outside the classroom. The objective of this study is to characterize teachers\' leadership from the perspective of education and environment secretariats managers involved in EE at school and of teachers whom they indicate as those who are change agents in EE in schools. Four managers were consulted from their positions in public institutions and a semi-structured, recorded and transcribed interview was conducted with them for the choice of four teachers seen by these managers as leaders in EE in their schools. Of all the names given, the teachers were selected for the ease of being the only four known by the researcher. These teachers were interviewed with the same method of the managers\'. The answers were analyzed and compared question by question; so that regularities and tendencies could be found between conceptions of managers and teachers and for them to be discussed in relation to the construction of teaching leadership in EE. Based on the interviews, 6 focuses of analysis and their interpretations were proposed: 1 - Difference in the conception of teacher leadership by managers and teachers: both acknowledge that there are teachers in the public school who are capable of carrying out differentiated EE projects, but they are informal leaders Their valorization would be the greater support of the school board to facilitate the work and recognition of the teacher leaders; 2- Collective work of teacher leaders: teachers and managers recognize the central aspect of collaboration for the action of the teacher leader. However, it is seen by managers as \"a one-way street\" in which teachers collaborate with managers\' projects, but the opposite is not mentioned; 3 - Projects as the main work developed by the teacher leaders in EE: teachers and managers commented on the work with EE and perceived that the teacher leaders develop them inside and outside the classroom; 4 - Difficulties for the emergence of teacher leaders in EE in schools: teachers focus on the lack of support from colleagues and the forms of management that oversee their work. Most managers do not understand the specificities of teaching work; 5- Devaluation of leadership by managers and by system and EE in school: managers and teachers agree that there is a devaluation of teachers who are involved in changes; 6- The fragile relationship between making the school more democratic and participatory through the teacher leader and EE: teachers\' decision-making bodies such as School Boards and PPP and how they can be instruments of change for sustainability to be inserted at schools are not very well remembered. The specificities of EA for managers or teachers are not clear, since only one manager interviewed relates EA\'s fundamentals to actions at school. When dealing with managers of this area in a public body, this aspect becomes worrying.