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improvement has been in existence for Teacher leaders must purposefully
nearly 50 years (Lumpkin, Claxton & It is critical to consider select, share and model specific
Wilson, 2014). According to Superville teachers who are dedi- strategies and best practices to
(2015), teacher leaders can “reduce cated to supporting the inspire and motivate teachers to
stress on building administrators, im- engage in collaborative problem
prove teaching and learning, and help school culture, can see solving. Encouraging fellow teachers
retain new and veteran educators” the potential for change, to become reflective practitioners,
(p.1). By sharing expertise and work- more effective communicators and
ing collaboratively with colleagues, and exhibit a passion deliverers of curriculum is highly
teacher leaders can assist principals for learning and teach- beneficial to students, parents and
in building and sustaining schoolwide ing. Ultimately, teacher society. Instructional leaders en-
and classroom improvement. (Lump- courage teachers to have a voice
ton, Claxton & Wilson, 2014). leaders should be firmly and share their unique perspectives
Teacher leaders can be valuable committed to facilitat- and innovative ways of teaching
facilitators and innovators who are ing the growth and suc- and instructing students (Reitzug &
instrumental in supporting both princi- Cross, 1993). Teacher leaders have
pals and fellow teachers. How should cess of students as well a unique view of classroom and
principals identify and select quali- as their fellow teachers. instructional interactions. They can
fied teacher leaders? The prevailing provide specific insights and strate-
hierarchy of our traditional educational should serve to enhance teacher gies for sometimes overwhelmed
structure may suggest that the selec- effectiveness and positively impact teachers and can produce instruc-
tion of a veteran teacher to fill this role student learning. When this dynamic tional results and increased student
might provide an ideal candidate. This between teacher leader and teacher performance. When the teacher
may seem to be an easy choice but becomes embedded in the school leader targets, designs and delivers
selection based solely on this ap- culture, principals can feel confident activities that promote teamwork,
proach is not advisable. It is critical to that the teacher leader is affecting collaboration and implementation of
consider teachers who are dedicated positive educational change and district goals the schoolwide culture
to supporting the school culture, can growth. The principal benefits from is bolstered. This allows the principal
see the potential for change, and ex- having teacher leaders by knowing to spend less time problem solving
hibit a passion for learning and teach- that there is consistency in curricu- thus lightening the workload.
ing. Ultimately, teacher leaders should lum delivery and best practice imple- Passion: Most teachers are passion-
be firmly committed to facilitating the mentation throughout the school. ate about some aspect of teaching.
growth and success of students as The confidence in the teacher leader Teacher leaders see the potential for
well as their fellow teachers. by the principal will assist in balanc- change and are passionate innova-
ing the principal’s workload. tors. They exude contagious energy
The Heart of the Matter and play a key role in visualizing not
A teacher leader supports the role of Purpose: Purposeful decision mak- only the future of education but the
ing is an essential skill for teacher
the principal by demonstrating the 3 Ps: leaders. The ability to diagnose and future of our world. The passion of
Proficiency, Purpose and Passion prescribe specific strategies and teacher leaders drives their innova-
tion thus modeling resilience and
Proficiency: Precipitating change approaches is critical. While most dedication for their peers. Gardner
both in and out of the classroom teachers will be open to the direc- (2007) speaks of the 21st century
requires extensive knowledge of tion or guidance of a teacher leader, creative mind by emphasizing the
curriculum, delivery models, as- there may be some colleagues who need for people who can create,
sessments, district goals and best opt to be their own island proclaim- present, and test new ideas in
practices. By demonstrating ex- ing that they know best how to teach response to others’ needs. Not only
pertise and extending knowledge, their grade or subject. Through skillful do teacher leaders create opportuni-
skills and methodologies garnered interaction, a teacher leader can pur- ties for creative interaction with their
from professional development posefully model how collaborative peers, they work tirelessly to ensure
content, the teacher leader will be decision making not only supports that district expectations and best
well equipped to model these strate- but strengthens and enhances student practices are implemented. A teacher
gies in individual classrooms, small learning. In a study of Professional leader’s passion transmits a clear
group settings or during grade level Learning Communities, it is noted that and positive respect for the teach-
and faculty meetings. Peer coach- in order to ensure that all students ing profession. At the heart of this
ing, trouble-shooting sessions and achieve at their highest level, it is respect is not just their own passion
modeling by the teacher leader are imperative that teachers work collab- for learning, but also their passion
viable ways of delivering and clarify- oratively (Bellanca & Brandt, 2010). for teaching others. By sharing the
ing salient information to colleagues. same passion and positive outlook
These exchanges and conversations for students, teachers and the com-

Educational Viewpoints -23- Spring 2019