A teacher leader is one who takes an active role in various activities of the school. This includes assisting students as well as supporting school projects to ensure that success is achieved. Consequently, a teacher leader helps shape the course of the school, motivates colleagues in their duties, and facilitates learning by the students. The teacher may assume leadership roles as a school leader, mentor, learning facilitator, and data coach (Donaldson, 2007). In addition, he may act as a curriculum specialist, classroom supporter, and instructional specialist as well as a resource provider.
Despite the rigid and hierarchical leadership model in organizations, one is still capable of exercising his leadership based on his individual capabilities. It is important to note that leadership exists around individuals. This means that certain gaps exist that require one to assume leadership roles. Such gaps include building cordial relationships among staff members, commitment to organizational goals, and the intrinsic motivation for quality service delivery (Killion, 2001). Therefore, if one has the ability to identify leadership gaps, then he should be at liberty to fill the gap to ensure the success of the organization.
Teacher leaders need to draw on certain principles. In the first place, he should seek self-awareness and improvement. Secondly, he should know his job so well that he performs it with a lot of proficiency. A teacher leader should be responsible and accountable for all the actions taken. He should make timely and sound decisions regarding various aspects of the school. He should delegate duties, train staff, on their duties, and oversee the general progress of the academic progress in the school (Blasé & Blase, 2006). He ensures the continuous flow of information within the school to avoid communication breakdown. As a leader, he must know his staff well and should take care of their welfare. In addition, the teacher leader should promote teamwork and cordial relations among the staff members. Finally, he should be a role model to everyone by providing the best example.
As the proprietor or manager of a future organization, there is a need to promote democratic administration with few hierarchies. In addition, the cordial relationship between employees and the top management should be enhanced. This is to ensure the free interaction and flow of information that is required for the success of the organization. Freedom of employees can enable the organization to tap their talents (Donaldson, 2007). Employees should also be involved in the running of the organization through policymaking and implementation to enhance success. Their welfare too should be taken care of by the organization.
The teacher/ school leadership research shows that teachers are very vital in the school. But they lack control, structures, and processes over the profession to facilitate success despite their different capabilities. Thus explaining the deteriorating education sector. As a result, there is a need for teachers’ full participation in school programs (Killion, 2001). Similarly, other organizations need to recognize the role of all stakeholders to facilitate ownership.
As an educational leader or as a teacher, change can come about when the school principal comes out strongly to build the leadership capacity of teachers. This can be achieved through the promotion of collaborative efforts and through helping teachers to freely discuss their visions (Killion, 2001). Teachers as well should be able to ask and respond to various questions concerning their schools. Such change would encourage teachers’ participation and achievement of goals. But as this occurs, the principal remains to be the head of the school and should manage change to control the extent of teachers’ actions.
Blase, J., & Blase, J. (2006). Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press.
Donaldson, G. A. (2007). What do teachers bring to leadership?. Educational Leadership vol. 65(1): 56-9
Killion, J. (2001). What works in elementary schools: Results-based staff development. Oxford, OH: National Staff Development Council.