Role As A Teacher Leader Or Teacher Researcher

Role As A Teacher Leader Or Teacher Researcheryou

Write a response evaluating the role of teacher-leaders and teacher-researchers, including insights from Phelps’ (2008) article titled "Helping teachers become leaders." Reflect on your own leadership skills by choosing one of the following options:

• Option A: According to Danielson’s framework (as cited in Phelps, 2008), identify the three areas of teacher-leaders’ influence. Describe your leadership capacity in each area, specifying which is your strength and which is your weakness, along with reasons.
• Option B: According to Lieberman and Miller (as cited in Phelps, 2008), state the three main roles of teacher/educational-leader. Describe your leadership capacity in each role, indicating which role fits you best and which is most foreign, explaining why.

Support your responses with examples from your personal and professional experiences.

Paper For Above instruction

Understanding the dual roles of teacher-leaders and teacher-researchers is essential in advancing educational practices and fostering professional growth among educators. Teacher leadership extends beyond administrative functions, encompassing influence within classrooms and school communities, as well as engagement in research to improve student outcomes. Drawing from Phelps’ (2008) article, this paper evaluates these roles through frameworks proposed by Danielson and Lieberman & Miller, integrating personal reflections to illustrate capacity and areas for development.

Danielson’s framework (as cited in Phelps, 2008) articulates three essential areas of influence for teacher-leaders: the classroom environment, culture of professional learning, and instructional improvement. Firstly, the classroom environment involves establishing a setting where students feel safe, engaged, and motivated. My capacity here is evident through my commitment to creating a positive, inclusive classroom that tailors instruction to diverse learning styles. I harness classroom management strategies that foster respect and collaboration, supporting student agency. This is my strength because I have seen firsthand how a nurturing environment enhances student participation and achievement.

Secondly, the culture of professional learning pertains to fostering ongoing professional development among colleagues. I actively participate in collaborative planning, share resources, and engage in peer observations to promote shared instructional growth. My strength lies in my enthusiasm for professional development and my ability to lead by example, encouraging colleagues to pursue innovative strategies. However, my weakest area is in formally mentoring or coaching new teachers, due to limited experience in leadership roles outside the classroom, which I recognize as an area for growth.

The third influence area involves instructional improvement—driving curriculum refinement and integrating research-backed practices. I have contributed to team efforts to implement differentiated instruction and data-driven decision-making, demonstrating my influence in this domain. My capacity to lead change in instructional approaches aligns with my passion for evidence-based education; nevertheless, I sometimes hesitate to challenge entrenched practices, perceiving resistance from colleagues, which limits my effectiveness. Strengthening confidence in advocating for necessary reforms is vital for my professional development.

In contrast, Lieberman and Miller (as cited in Phelps, 2008) describe three key roles for teacher/educational-leaders: the teacher as pedagogical expert, the teacher as a community builder, and the teacher as a policy advocate. As a pedagogical expert, I possess solid instructional skills and stay current with research; I enjoy integrating new methods into my teaching. I see myself as highly competent in this role, often mentoring peers and providing classroom demonstrations.

The teacher as a community builder resonates with my commitment to fostering a collaborative school environment. I participate in committees and contribute to building a positive school culture. My strength here is in my interpersonal skills and willingness to engage in community-building activities. Conversely, the role of policy advocate is less familiar; I have limited experience in advocacy or participating in policy discussions, which makes this my most foreign role. I recognize the importance of understanding policy to influence systemic change and aim to develop this competence through professional learning opportunities.

In sum, my capacity as a teacher-leader aligns most strongly with instructional influence and creating a positive classroom environment. My role as a community builder is well-developed, though I aspire to expand into advocacy and policy engagement. Recognizing these strengths and weaknesses guides my ongoing professional development, emphasizing the need to build confidence in leadership outside of direct classroom instruction. Embracing the roles of teacher-researcher and leader is crucial in shaping effective educational environments and improving student success.

References

• Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 120–124. https://doi.org/10.3200/TCHS.81.3.120-124
• Danielson, C. (2007). Enhancing professional practice: A framework for teaching. ASCD.
• Lieberman, A., & Miller, L. (2008). Teacher leadership: The “new" role of teachers in the reform of education. Teachers College Record, 110(4), 778–814.
• Harris, A. (2014). Distributed leadership matters: Perspectives, practices, and phenomena. Springer.
• Mann, H. (1848). Report on the State of Public Schools. Massachusetts Board of Education.
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• McCall, D. (2010). Policy-making processes in school health promotion, safety, and social development. Retrieved from the RSAmobile.
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