Page 116 - Innovative Professional Development Methods and Strategies for STEM Education

The Role of Teacher Leadership for Promoting Professional Development Practices

Scrivner (2000) identified teacher competency as a major component of teacher leadership. Odell (1997)
also stressed the importance of teacher competency by stating that “one cannot be an effective teacher
leader if one is not first an accomplished teacher” (p. 122). Literature informs us that teacher leaders
are those who have the ability to “encourage colleagues to change” (Wasley, 1991, p. 23) and have the
willingness to “lead beyond the classroom and contribute to the community of learners” (Katzenmeyer
& Moller, 2001, p. 17). In a traditional school structure teacher leaders are elected to serve in a position,
are selected for a role or volunteer to take on a leadership position. What makes the teacher leaders in
this chapter unique is their participation and willingness to serve is intrinsically driven by their desire
to learn and improve their practice. The roles and responsibilities they take on for the organization are
outside their school workplace.
Most teachers who take on leadership roles do not see themselves as leaders, as the term leader is
often associated with those who take on formal positions such as principals or district supervisors. They
perceive that most of their work is done informally through collaboration (Moller et al., 2001). Teacher
leadership in an atmosphere of collaboration was found to be an element in successful change throughout
the literature (Dimmock, 2002; Harris, 2002; Turk, 2001; Wikeley, Stoll, & Lodge, 2002).
What we know about teacher leaders is they must not operate in a vacuum to be effective. Teacher
leaders must share their ideas, and beliefs with their colleagues and peers. Further when teachers learn
from one another teacher leadership is significantly enhanced (Little, 1995). Boles and Troen (1994)
characterized teacher leadership as a form of collective leadership in which teachers work collaboratively.
Having the time, space, and opportunity for collaboration are essential for teacher leaders to reach their
potential (Clemson Ingram & Fessler, 1997; Gehrke, 1991; Stone et al., 1997). The importance of shar-
ing leadership to improving schools has been shown through out the literature (Harris, 2002; Moller et
al., 2001; Snell & Swanson, 2000; Suranna & Moss, 2002). Similarly the idea of sharing leadership is
aligned with the inner workings of the Monterey Bay Area Mathematics Project (MBAMP). Without
the sharing of leadership in this volunteer leadership team the organization would not be able to sustain
and support year round professional development for over ten years.

Teacher Leadership and Teacher Professional Development

Creating a bridge between teacher leadership and professional development is essential for two rea-
sons: to enhance teacher leadership and to improve teacher practice. Previous research has suggested
that teacher leadership can only be successful with the support of the school leadership (Harris, 2002;
Moller et al., 2001). Further schools with the greatest extent of teacher leadership are led by principals
who are empowering, treat teachers with respect, and value the work of teacher leaders (Acker-Hocever
& Touchton, 1999). Unlike the traditional school leadership model which is administrator driven and
selected the MBAMP organization is voluntary and teacher-driven as leadership roles and responsibili-
ties take place outside of the traditional school day. This approach to developing a leadership team does
not limit an organization in valuing the specific skills and styles of a selected group of teachers rather
participation is teacher initiated allowing teachers to share their unique skills, knowledge and experiences.
Research has suggested that teacher leadership in a school is dependent on whether the top-level ad-
ministrators in a school are able to relinquish power to teacher leaders (Little, 2002). MBAMP’s model
is based on the idea that teacher leadership can happen outside of the school district. Leadership should

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