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munity, the principal and teacher ultimately student achievement. As we implementation of future educational
leader model an important partner- continuously strive to improve effec- goals. This collaborative model will
ship. This is a key component in tive instruction for the 21st century allow the 21st century principal to ef-
attaining school excellence. student, we see that principals and fectively guide learning and still carve
teacher leaders must provide ongo- out some desperately needed space
The Plus Side - Benefits All! ing professional development focused in an already overloaded schedule.

As principals nurture teacher leader on best teaching practices, teacher When the 3 Ps (Proficiency, Passion
partnerships they can begin to relin- support and teamwork. In doing so, and Purpose) of a building principal
quish responsibilities in this collabora- teacher leaders become viable con- merge with those of a like-minded
tive model. This partnership will afford duits with the ability to monitor and teacher leader, the positive heart-
the principal an opportunity to balance affect class, grade, and building level beat of a school becomes strong and
job responsibilities, thus actively sup- growth. Communication between the vibrant. We can then be assured that
porting the school vision, the effective- teacher leader and principal forms a optimal learning is taking place and
ness of teachers and instruction, and dynamic partnership which then facili- that the crucial links of teamwork and
tates change through the creation and collaboration are embedded.

References

Bellanca, J., & Brandt, R. (2010). 21st Century Skills: Rethinking How Students Learn. Bloomington, IN: Solution Tree
Press.
Blase, J., Blase, J., & Phillips, D.Y. (2010). Handbook of School Improvement: How High-Performing Principals Create
High Performing Schools. Thousand Oaks, CA: Corwin Press.
Bolman, L. & Deal, T. (1992). Reframing Organizations. San Francisco, CA, Jossey-Bass.
Cuban, L. (1988). The Managerial Imperative and the Practice of Leadership in Schools. Albany, NY: SUNY Press.
Gardner, H.(2007). Five Minds for the Future. Boston: Harvard Business School Press.
Lumpkin, A., Claxton, H., & Wilson, A. (2014) Key Characteristics of Teacher Leaders in Schools. Administrative Issues
Journal, 4: iss.2, Article 8. Retrieved from: https://dc.swosu.edu/aij/vol4/iss2/8
Reitzug, U.C., & Cross, B. (1993, October). Deconstructing Principal Instructional Leadership: From “Super” Vision to
Critical Collaboration. Paper presented at the annual conference of the University Council for Educational Administration,
Houston, TX.
Superville, D. (2015) Education Week, Shaping Strong School Leaders: School Districts Turn to Teachers to Lead, P1.
Retrieved from: https://www.edweek.org/ew/articles/2015/01/21/school-districts-turn-to-teachers-to-lead.html

About the Authors
Beverly Green has worked in the education field for more than 20 years as an: elementary, middle,
and special education teacher and administrator. Currently, she is a principal in Logan Township School
District. She holds a Bachelor of Science Degree in Elementary Education from Pennsylvania State Uni-
versity along with two Masters of Arts Degrees from Rowan University in Special Education and School
Administration. Presently, she is a doctoral student in the Educational Leadership Program at Rowan
University in the Dissertation Phase.
Kathy Burgin holds a Bachelor of Science Degree in Elementary Education from Glassboro State Col-
lege. She has worked in education for 31 years as a teacher, coach, mentor and consultant. She is the
recipient of the 2010 Presidential Award for Excellence in Math and Science Teaching - PAEMST.

Both authors are currently collaborating on a project for Rowan University focusing on teacher voice.

Educational Viewpoints -24- Spring 2019