Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

GeoCapabilitiesTeacher Leadership

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Teacher Leadership• Teacher leadership is a term for high school

classroom educators who take on responsibilities • Teachers are empowered to undertake tasks like

managing teaching, learning, and resource allocation

• Teacher-leaders increase collaboration with peers

Kolderie, T. (2014). The Split Screen Strategy: Improvement + Innovation: How to Get Education Changing the Way Successful Systems Change. Beaver’s Pond Press, Edina, MN. http://www.educationevolving.org/pdf/Book-Innovation-Plus-Improvement.pdf

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Teacher LeadershipLeadership roles involve the following domains:• Focus on Learning• Monitoring teaching and learning• Building nested learning communities• Acquiring and allocating resources• Establishing a safe and effective learning

environment (Warren, 2015)

Warren LL (2015), The Influence of Teacher Leaders in Education Policy Development, Journal of Education and Social Polic, 2(5) 17-20, http://jespnet.com/journals/Vol_2_No_5_December_2015/3.pdf

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Teacher Leadership• Teachers make decisions based on the work

they do directly with students and with other teachers

Halverson, R; Kelley, C. Shaw, J. (2013). Comprehensive Assessment of Leadership for Learning: Formative Assessment for School-Wide Improvement. Submitted as a conference paper for the 2013 Annual Conference of the University Council for Education Administration.

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Leadership Systems (1)Four types of system have been distinguished: 1. Administration Leadership – traditional –

educational - administrative staff carries out the majority of the leadership duties.

2. Teacher Networks - professional learning community - community of practice – all teachers collectively take on decision-making roles about curriculum and school - facilitated by and supported by an administrative leader

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Leadership Systems (2)3. Teacher Leaders – teaching leadership - some

teachers take on individual leadership roles that directly impact educational practices under the leadership of a school administrator

4. Teacher Co-operative – teacher-powered schools – teacherpreneurs - all teachers collectively take on leadership and administrative tasks that would traditionally be done by an administrative team

Halverson, R; Kelley, C. Shaw, J. (2013). Comprehensive Assessment of Leadership for Learning: Formative Assessment for School-Wide Improvement. Submitted as a conference paper for the 2013 Annual Conference of the University Council for Education Administration.

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Leadership Artefacts

• Spillane et al. (2004) identify some issues related to daily leadership activity

• They confirm ‘designed artefacts’ in leadership practice is very important.

• Designed artefacts help in dealing with complex issues.

Spillane, J; Halverson, R; Diamond, J. (2004). Towards a Theory of Leadership Practice: a distributed perspective. Journal of Curriculum Studies, 36(1) 3-34, http://ddis.wceruw.org/docs/spillanehalversondiamond2004jcs.pdf

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Collaborative design• Teacher involvement in collaborative design of

curriculum is a form of professional development• Based on situatedness, agency and cyclical nature of

change (Voogt et al., 2015)• Situatedness - creation of curricular materials used for

own classroom practice• Agency - teachers’ voice – expressing ideas• Nature of Learning and Change – cyclical design approach

Voogt, J., Laferrière, T., Breuleux, A., Itow, R.C., Hickey, D.T. and McKenney, S., 2015. Collaborative design as a form of professional development. Instructional science, 43(2), pp.259-282, http://link.springer.com/article/10.1007/s11251-014-9340-7/fulltext.html .

Project partners

Twycross School

http://www.geocapabilities.orghttp://www.geocapabilities.org

Participative Designers (Cober et al., 2015)

As leaders, teachers are participative designers, they contribute from design to implementation by:• engaging in theoretical discussion• active participation in a design partnership • reflection about pedagogy and practice, and • experimentation in the classroom In an atmosphere of trust and inclusion

Cober, R., Tan, E., Slotta, J., So, H.J. and Könings, K.D., 2015. Teachers as participatory designers: Two case studies with technology-enhanced learning environments. Instructional Science, 43(2), pp.203-228, http://tinyurl.com/jcuqxoe