Connecting teacher leadership and school improvement

FM-Murphy (Teacher).qxd 1/4/2005 10:36 AM Page i FM-Murphy (Teacher).qxd 1/4/2005 10:36 AM Page ii FM-Murphy (Teacher).qxd 1/4/2005 10:36 AM Page iii FM-Murphy (Teacher).qxd 1/4/2005 10:36 AM Page iv Copyright © 2005 by Corwin Press All rights reserved When forms and sample documents are included, their use is authorized only by educators, local school sites, and/or noncommercial or nonprofit entities who have purchased the book Except for that usage, no part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher For information: Corwin Press A Sage Publications Company 2455 Teller Road Thousand Oaks, California 91320 www.corwinpress.com Sage Publications Ltd Oliver’s Yard 55 City Road London EC1Y 1SP United Kingdom Sage Publications India Pvt Ltd B-42, Panchsheel Enclave Post Box 4109 New Delhi 110 017 India Printed in the United States of America Library of Congress Cataloging-in-Publication Data Murphy, Joseph, 1949Connecting teacher leadership and school improvement / Joseph Murphy p cm Includes bibliographical references and index ISBN 0-7619-3199-6 (cloth) — ISBN 0-7619-8830-0 (pbk.) Teacher participation in administration—United States School improvement programs—United States Educational leadership—United States I Title LB2806.45.M87 2005 371.1′06—dc22 2004022985 This book is printed on acid-free paper 05 06 07 08 Acquisitions Editor: Editorial Assistant: Production Editor: Copy Editor: Typesetter: Proofreader: Indexer: Cover Designer: 09 10 Rachel Livsey Phyllis Cappello Laureen A Shea Diana Breti C&M Digitals (P) Ltd Penelope Sippel Nara Wood Lisa Miller FM-Murphy (Teacher).qxd 1/4/2005 10:36 AM Page v Contents Preface vii About the Author xi Part I: Unpacking the Concept 1 Introduction to Teacher Leadership The Starting Gate Definitional Issues Conclusion 18 Forces Supporting Teacher Leadership Reconceptualizing School Organizations Redefining School Leadership The Changing Calculus of School Improvement Conclusion 21 22 27 38 45 Teacher Leadership: A Theory in Action Some Cautions Embedded Logic Conclusion 46 47 50 63 The Skills, Attributes, and Knowledge of Teacher Leaders Introductory Notes Teacher Leadership Skills Teacher Tasks Conclusion 64 65 68 73 80 Pathways to Teacher Leadership Role-Based Strategies Community-Based Strategies Conclusion 81 82 88 94 FM-Murphy (Teacher).qxd 1/4/2005 10:36 AM Page vi Part II: Overcoming Barriers and Capturing Opportunities 95 Confronting Organizational and Cultural Barriers Organizational Structure Support Systems Culture Conclusion 97 99 104 118 127 Promoting Teacher Leadership From the Principal’s Office Developing Relationships in Support of Teacher Leadership Working to Promote Teacher Leadership Conclusion 128 129 136 141 Developing Teacher Leaders The State of Preparedness Professional Development: A General Framework Professional Development for Teacher Leadership Conclusion 143 144 146 150 158 Conclusion Some Reminders A Skeptical Note A Paradox Gaps in the Landscape Some Caveats and Concerns A Question of Evidence A Note on Research Conclusion 159 159 160 161 161 162 164 165 166 References 167 Index 191 FM-Murphy (Teacher).qxd 1/4/2005 10:36 AM Page vii Preface F or much of the last quarter century, educators, policymakers, and the general citizenry have been engaged in an unbroken quest to understand the school improvement equation That is, there have been ongoing efforts, sometimes systematic and often ad hoc, to identify the factors that explain school performance and student achievement and to deepen our understanding of how they work, both as individual components and as parts of the system of schooling Research over these years has consistently underscored leadership as a critical theme in the school improvement narrative Indeed, evidence from nearly every realm of investigation— beginning with effective school studies through the most recent work on comprehensive school reform—confirms leadership as an explanatory variable in schools where all students meet ambitious achievement targets Over that time, our understanding of leadership has deepened and become more complex We have learned about the centrality of instructionally focused leadership and the importance of transformationally anchored leadership work We have also learned that leadership is as much a property of the school and its culture as it is a dimension of administrative roles The central place of teacher leadership in the school improvement play has been identified This book is designed to help the reader fully comprehend teacher leadership as a pathway to school improvement We unpack teacher leadership into its core components and trace its evolution into a more mature reform concept We reveal how teacher leadership fits into the larger array of school reform initiatives We examine the ideological and empirical seedbed in which teacher leadership has been germinated We investigate the larger forces underway in education that buttress efforts to vii FM-Murphy (Teacher).qxd viii 1/4/2005 10:36 AM Page viii CONNECTING TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT promote teacher leadership in schools And we review the engine or theory in action that powers the growing teacher leadership movement We are not salespersons for teacher leadership Rather, we examine the teacher leadership phenomenon and explore how it can function as one, albeit an important, piece of equipment in the school improvement toolbox By necessity, at times we assume a critical stance, exposing flaws in the formulation of the initiative and pointing out how, regardless of the health of the reform model itself, the environment sometimes provides only limited support for that potential to thrive In Chapter 1, we describe how emerging perspectives on teacher leadership represent a break with prevailing views of leadership built up around formal administrative roles We recount how teacher leadership is both a catalyst for and an outcome of a shift away from a near-exclusive focus on hierarchical organizational systems and institutional views of schooling We also parse the concept of teacher leadership into its prime elements and provide a definition We trace the history of teacher leadership over time In Chapter 2, we expose the three major pillars buttressing the teacher leadership movement We provide an analysis of the struggle to rebuild the organizational foundations of schooling, examining the dysfunctionalities of traditional hierarchical structures and investigating postindustrial organizational forms that privilege collective conceptions of leadership We highlight the changing nature of leadership in these adaptive organizations, capturing the general storyline as well as the implications for those in formal leadership positions We reveal how teacher leadership is nourished by reform initiatives that honor professionalism and by the ongoing struggle to promote high quality education for all youngsters As with all reform movements, teacher leadership is propelled by a specific power train, one that shares multiple properties with engines driving other professionally focused reform models, such as school-based decision making In Chapter 3, we peel back the covering on that driveshaft to reveal its inner workings We review how teacher leadership is expected to promote professionalization and to enhance the health of school organizations We report how changes in these areas are believed to link with classroom and school improvements We also present some caveats to hold onto FM-Murphy (Teacher).qxd 1/4/2005 10:36 AM Page ix Preface ix while examining the hypothesized chain of benefits or theory of action fueling the teacher leadership movement In Chapter 4, we provide a brief portrait of teacher leaders We offer a few words of caution about any attempt to craft a generic chronicle of this complex phenomenon We provide a review of the limited research on factors motivating educators to assume the mantle of teacher leader and an overview of the central role of expertise in the teacher leadership narrative We present some of the bedrock principles of teacher leadership We provide an overview of the personal qualities that researchers often find associated with teacher leaders, as well as the essential skills often displayed by these educators We also examine the nature of the tasks performed by teacher leaders In Chapter 5, we examine the variety of pathways to teacher leadership We group these into two broad clusters: role-based pathways and community-based approaches We organize the narrative around a set of variables (e.g., the embedded view of leadership) that allows us to illustrate and define each of the pathways In Chapter 6, we examine a collection of organizational conditions and a host of professional and cultural norms that can retard or promote the creation of a culture of shared leadership and constrain or enhance the activities of teacher leaders We organize that analysis around the three broad topics of structure, support, and culture In Chapter 7, we explore the special role played by the building principal in locating, planting, and nurturing the seeds of teacher leadership We discuss how the development of teacher leadership in general, and teacher leaders specifically, depends heavily on the quality of principal-teacher relationships We emphasize the importance of principals arriving at new nonhierarchical understandings of leadership, including the willingness to share power widely among their teacher colleagues We describe how recast organizational structures can be employed in the service of teacher leadership We outline six key functions in which principals engage to promote teacher leadership: crafting a vision and delineating expectations for teacher leadership in the school, identifying and selecting teacher leaders and linking them to leadership opportunities, legitimizing the work of teacher leaders, providing direct support, developing the leadership skill set of teacher leaders, and managing the teacher leadership process at the school level Index-Murphy (teacher).qxd 196 12/28/2004 12:13 PM Page 196 CONNECTING TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT Gaffney, J.S., 148, 149 Gallimore, R., 46, 137, 139, 140, 141 Gehrke, N., 16, 146, 150, 154 Gimbert, B., 10, 17, 18, 26, 30, 40, 92, 97, 99, 100, 103, 104, 112, 120, 130, 134, 153, 154, 155, 160 Ginsberg, R., 9, 17, 42, 43, 67, 70, 71, 75, 78, 83–84, 87, 88, 90, 99, 144 Giroux, H.A., 26 Glickman, D.C., 24, 135 Glover, R., 22 Goldman, P., 135 Goldring, E., 32, 34 Goodlad, J.I., 35 Greenfield, T.B., 32, 35 Greenfield, W.D., 29, 32, 35, 37, 38 Greer, J.T., 52, 53, 61, 89, 135 Griffin, G.A., 6, 7, 40, 44, 48, 62, 91, 98, 117, 119, 123, 124, 127, 164 Griffin, P., 147 Grogan, M., 32, 34, 36–37 Guthrie, J.W., 25 Guthro, C., 46, 110, 115 Hallinger, P., 28, 32, 34, 37, 43, 44, 45, 57, 59, 62, 82, 88, 110, 122, 146 Halverson, R., 6, 29, 30 Hamilton, A., 19, 43, 109, 125, 146, 154 Hann, L., 4, 6, 7, 8, 12, 15, 25, 28, 29, 30, 31, 39, 40, 42–43, 46, 47, 54, 59, 61, 62, 63, 65, 69, 70, 71, 78, 98, 99, 101, 108, 109, 113, 115, 117, 131, 137, 138, 139, 140, 165 Hannaway, J., 44 Hanson, E.M., 24 Harlow, J.G., 35, 36 Harrison, J.W., 13, 31, 55, 63, 71, 72, 78, 79, 112, 113, 128, 131, 137, 139, 140, 157, 158 Hart, A.W., 15, 16, 24, 26, 27, 29–30, 31, 42, 44, 49, 55, 58, 59, 60, 62, 79, 85, 86, 87, 93, 97, 99, 101, 105, 106, 107–108, 113, 116, 118, 119, 120, 123, 125, 126, 127, 129, 130, 133, 138, 139, 152, 156, 161 Hart, R., 6, 46, 54, 57, 63, 92, 104, 111, 117, 140, 157 Harvey, G., 25 Hatfield, R.C., 6, 17, 44, 47, 54, 55, 59, 70–71, 73, 74–75, 78, 79, 83, 92, 100, 106, 111, 129, 157 Hausman, C.S., 26, 32 Heifetz, R.A., 30, 32, 33, 34 Heller, D.A., 101, 104 Heller, M.F., 7, 10, 15, 107, 129 Heritage, M., 46, 137, 139, 140, 141 Hiebert, E., 148 Hiebert, E.H., 149 Hiebert, J., 123, 148, 152 Hierarchy: community-based teacher leadership strategies and, 89–90 leader as organizational architect, 34 organizational structure barriers, 101–102 role-based strategies and, 82–88 Hill, P.T., 23 Hinchey, P.H., 40, 43, 46, 121, 162 Hodges, A., 101 Hoffman, J.V., 147, 148 Holland, P., 6, 115, 117, 118, 122, 123, 138 Holmes Group, 22, 40, 83, 84 Horejs, J., 17, 22, 30, 38, 40, 43, 50, 52, 54, 56, 57, 59, 60, 61, 62, 63, 66, 82, 85, 87, 88, 103, 110, 127, 136, 146, 160 Horgan, D.D., 52 Houston, H.M., 25, 26 Howey, K.R., 23, 45, 46, 154 Huberman, M., 124, 125 Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 197 Index 197 Jandura, D.M., 44, 45, 85 Jantzi, D., 7, 17, 19, 20, 37, 42, 48, 54, 58, 69–70, 71, 72, 73, 76–77, 78, 79, 111, 124, 134, 135, 159, 163, 164, 165 Jita, L., 29 Johnson, B.L., 100, 123 Johnson, J., 12, 46, 68, 126–127, 145 Johnson, M., 6, 115, 117, 118, 122, 123, 138 Johnson, S.M., 6, 7, 23, 43, 48, 57, 83, 87, 89–90, 91 Johnston, P., 149 46, 47, 54, 59, 61, 62, 63, 65, 69, 70, 71, 78, 98, 99, 101, 108, 109, 113, 115, 117, 131, 137, 138, 139, 140, 165 Kahrs, J.R., 110, 112, 113, 132, 136, 137, 138, 141, 165 Kanter, R.M., 34 Katzenmeyer, M., 3, 8, 11, 12, 13, 24, 26, 40, 42, 43, 44, 46, 48, 49, 51, 53, 54, 55, 57, 59, 60, 61, 63, 64, 65, 69, 71, 75, 79, 92, 93, 97, 99, 100, 103, 104, 105, 107, 108, 109, 110, 111, 112, 113, 115, 117, 118, 119, 120, 121, 122, 123, 125, 126, 127, 129, 134, 136, 137, 138–139, 140, 143, 144, 145, 150, 151, 152–153, 154, 155, 156, 158, 160, 161, 162, 164, 165 Keedy, J.L., 9, 29, 40, 66, 100, 104, 106, 118, 119, 122, 144 Keiser, N.M., 53–54, 59 Kelley, J.A., 7, 22, 94 Kennedy, C., 56, 103, 110, 111, 112, 126, 129, 131–132, 136, 137, 139, 140 Kilcher, A., 68, 154, 156 Killion, J.P., 7, 28, 68, 70, 71, 85, 103, 111, 125, 136, 138, 139, 145, 146, 150, 151, 152, 156, 157, 158 Kirby, S.N., 85 Kirp, D.L., 41 Klecker, B.J., 51, 132, 144, 150 Knowledge: from professional development, 150, 151 knowledge-based work, 44–45 of teacher leaders, 152–158 sharing of, 149 Kochan, F.K., 36–37 Kotter, J.P., 34 Kowalski, T.J., 6, 11, 12, 100 Krantz, J., 47–48 Kaagan, S.S., 4, 6, 7, 8, 12, 15, 25, 28, 29, 30, 31, 39, 40, 42–43, Lam, D., 33, 38 Lambert, L., 29, 99, 100, 146 Human capacity, 110 Human resources, 59–60 Hutson, B.A., Hynes, J.L., 15, 47, 55, 57, 85 Hynes, M.C., 12, 46, 68, 126–127, 145 Imber, M., 53 Incentives, teacher leadership, 112–114 Individualism: of role-based teacher leadership, 87 organizational structure and, 103 Infrastructure See School organizations; Structure Ingersoll, R.M., 9, 11, 48, 54, 164 Institute for Educational Leadership, 6, 25, 103, 123, 124 Institutional capacity, 59–60 Instructional improvement activities, 79 Interaction, 31 Interpersonal skills, 71–72, 154–157 Isolation: norm of, 123–124 of role-based teacher leaders, 87, 88 teacher leadership and, 55–56 Index-Murphy (teacher).qxd 198 12/28/2004 12:13 PM Page 198 CONNECTING TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT Larkin, R.W., Larson, C.L., 37 Laurie, D.L., 30, 32, 33, 34 Lawton, S.B., 23, 59 Leadership: assumptions about, 162–163 definition of, 15 norms about teaching/leading, 121–123 recasting, 28–31, 131–132 reforming leadership positions, 31–38 school leadership redefined, 27–28 teacher leadership definitional issues, 8–18 traditional perspectives/models of, 5–8 See also Distributed leadership; Teacher leadership Learning: by teacher leaders, 69 expertise of teacher leaders, 66–67 teacher leaders taught by principal, 140 training for teacher leadership, 108–109 See also Professional development Learning community, 37, 148–152 Learning organizations, 55–57 LeBlanc, P.R., 12, 14, 45, 47, 48, 54, 56, 58, 93, 109, 110, 111, 113, 116, 117, 126, 127, 144, 156, 157, 158, 165 Lee, O., 4, 5, 9, 14, 16, 17, 18, 48, 54, 62, 65, 66, 69, 70, 72, 85, 99, 116, 125, 130, 133, 135, 136, 139, 144, 152, 155 Legitimization, 138–139 Leithwood, K., 7, 17, 19, 20, 37, 42, 48, 54, 58, 69–70, 71, 72, 73, 76–77, 78, 79, 111, 124, 134, 135, 159, 163, 164, 165 Leithwood, K.A., 134 Lembeck, E., 13, 31, 55, 63, 71, 72, 78, 79, 112, 113, 128, 131, 137, 139, 140, 157, 158 Lieberman, A., 7, 9, 10, 24–25, 26–27, 42, 43, 45, 51, 53, 56, 57, 60, 61, 64, 66, 67, 68, 70, 71–72, 73, 89, 90, 93, 101, 103, 106, 107, 109, 110, 111, 125, 138, 140, 158 Lindelow, J., 23, 52, 59 Listening skills, 156 Literature, 11–14 Little, J.W., 6, 8, 10, 11, 18, 21, 24, 27, 30, 43, 48, 54, 55, 58, 60, 67, 68, 83, 85, 88, 91, 92, 94, 97, 98, 99, 101, 102, 103, 105, 106, 107–108, 109, 110, 112, 115, 116, 117, 118, 119–120, 121, 122, 124, 125, 126, 127, 136, 143, 155, 156, 160, 161, 163, 164 Livingston, C., 16, 17, 26, 42, 86, 88, 90 Loadman, W.E., 51, 132, 144, 150 Lomas, A., 17, 22, 30, 38, 40, 43, 50, 52, 54, 56, 57, 59, 60, 61, 62, 63, 66, 82, 85, 87, 88, 103, 110, 127, 136, 146, 160 Lortie, D., 118, 125, 127 Lotto, L.S., 122 Louis, K.S., 25, 26, 28, 32, 33, 34, 131 Lunsford, B., 135 Lusi, S.F., 25 Lustgarten, C., 129, 137 Lynch, M., 5, 7, 9, 23, 56, 60, 155 Lyons, C.A., 148, 149 Maccoby, M., 26 MacDonnell, J., 53 Maeroff, G., 39, 43 Malen, B., 47–48 Manning, J.C., 148 Manthei, J., 7, 11, 55, 57, 66, 69, 98, 99, 102, 107, 109, 145, 146, 153, 154, 155, 156 Marks, H.M., 3, 7, 12, 29, 31, 34, 37, 39, 43, 47, 49, 50, 53, 57, 60, 62, 63, 81, 82, 85, 87, 88, 90, Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 199 Index 91, 99, 100, 105, 114, 119, 136, 137, 144, 151, 152, 157 Martin, B., 23 Material, 110 McCarthy, S.J., 9, 23, 26 McCay, L., 19, 43, 109, 125, 146, 154 McCurdy, K., 44 McDaniel, R.R., 25, 34 McDowelle, J.O., 89, 103, 109, 129, 131, 137–138, 141, 155 McGaughy, C.L., 101 McKeever, B., 61, 158 McLaughlin, M., 27, 103, 161 McLaughlin, M.W., 67, 82, 83, 84, 87, 90 McNeil, L.M., 23 Meetings, 149–150 Meloy, J.M., 23, 24, 26, 102 Mentorship, 151 Merchant, B., 143 Meyer, J., 101 Midgley, C., 50, 122 Miles, M.B., 24–25, 26, 28, 34, 56, 57, 70, 71, 72, 73, 103, 125, 140, 158 Miller, B., 11, 12, 14, 19, 72, 73 Miller, L., 7, 8, 26–27, 43, 46, 51, 56, 62, 86, 89, 90, 93, 94, 101, 106, 109, 117–118, 129, 138–139 Miller, S.K., 122 Mitchell, A., 93, 98–99, 109, 112 Mojkowski, C., 26, 59 Moller, G., 3, 8, 11, 12, 13, 24, 26, 29, 40–41, 42, 43, 44, 46, 48, 49–50, 51, 53, 54, 55, 57, 59, 60, 61, 63, 64, 65, 69, 71, 75, 79, 89, 92, 93, 97, 99, 100, 103, 104, 105, 107, 108, 109, 110, 111, 112, 113, 115, 117, 118, 119, 120, 121, 122, 123, 125, 126, 127, 129, 132, 134, 136, 137, 138–139, 140, 143, 144, 145, 150, 151, 152–153, 154, 155, 156, 158, 160, 161, 162, 164, 165 199 Money, 112 Monitoring, 141 Monson, M.P., 10 Monson, R.J., 10 Moon, J., 11, 12, 14, 19, 72, 73 Moore, R., 7, 13, 16, 17, 67, 92–93, 100, 102 Moorman, H., 33, 36, 38 Moral educator, 35–38 Moral issues, 162 Morale, teacher, 53–54 Morris, V.G., 53, 55, 59, 84 Motivation, 66 Mulkeen, T.A., 25 Muncey, D.E., 42, 62 Murphy, J., 9, 10, 16, 18, 25, 27, 28, 32, 33, 36, 37, 39, 42, 61, 101, 104, 106, 108, 110, 122, 131, 132, 137, 139, 146 Murphy, J.T., 33 Murtadha, K., 37 Mutchler, S.E., 44, 52, 53, 59 Myers, M.S., 102, 128 National Association of Elementary School Principals, 33 National Commission on Teaching and America’s Future, 22 Newell, L., 24 Nickolaou, M.B., 3, 6, 41, 61, 84, 103, 124, 125, 145, 150 Nolan, J., 10, 17, 18, 26, 30, 40, 92, 97, 99, 100, 103, 104, 112, 120, 130, 134, 153, 154, 155, 160 Noninterference, norm of, 124–125 Norm, divide between teaching and administration, 122 Norm of civility, 127 Norm of compliance, 122–123 Norm of followership, 122–123 Norm of legitimacy, 121 Norm of managerial prerogative, 122 Norms: nature of work, 123–127 Index-Murphy (teacher).qxd 200 12/28/2004 12:13 PM Page 200 CONNECTING TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT of teaching/leading, 121–123 of teaching profession, 118–121 Nunnery, J.A., 52, 53, 55, 59, 84 Odell, S.J., 42, 48, 67, 83, 89, 90–91, 92, 93, 104, 115, 118, 164 Ogawa, R.T., 22, 28, 29, 30, 31, 47–48 O’Hair, M.J., 8, 12, 55, 56, 88, 89, 90, 93, 159, 162, 164 Olsen, P., 5, 7, 9, 16, 136 Olson, L., 23 Organizational architect, 33–35 Organizational diagnosis, 73 Organizational processes, 57–61 Organizational structure: administration by teacher leaders, 163 as support for teacher leadership, 107–108 barrier to teacher leadership, 99–104 principal’s creation of supportive, 135–136 role in teacher leadership, 161 See also Structure Organizations, school See School organizations Overload, 117 Ownership, 52, 149 Parker, D.C., 35 Pearson, P.D., 148 Peer teachers, 115–117 See also Teacher colleagues Pellicer, L.O., 13, 23, 24, 39, 40, 43, 44, 92, 103, 104, 105, 112, 116, 125, 135, 151, 154, 156 People, 38 Perry, N.J., 41 Personal power base, 92 Personal qualities, 69 Peterson, P.L., 9, 23, 26 Petrie, H.G., 26, 27, 33 Pinnell, G.S., 148, 149 Policy, 106 Politics, 154 Positional power base, 92 Pounder, D.G., 28, 29, 30, 48, 88, 109, 136, 151, 155, 156, 165 Power: community-based teacher leadership and, 92 distribution, 41 in hierarchical organizations, 102 principal’s sharing of, 133–135 Preparedness, teacher leader, 144–146 Prestine, N.A., 134, 135 Principal: empowerment of teachers and, 44 influence on teacher leadership, 128–129 organizational structure barriers and, 102 power conceptions, 133–135 professional development participation, 144, 147 promotion of teacher leadership, 136–141 recasting leadership, 131–132 reforming leadership positions, 31–38 relationships in support of teacher leadership, 129–131 relationships with teachers, 132–133 rewards for teacher leadership, 113–114 role clarity and, 114, 116 supportive organizational structures, 135–136 teaching/administration divide, 122 top-down management, 21 value of teacher leadership, 106 Principle, teacher leadership, 67–68 Printy, S.M., 29, 31, 37, 103 Privacy, norm of, 118, 124–125 Professional career, 54–55 Professional development: as learning community, 148–150 by teacher leaders, 79 elements/methods, 150–152 Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 201 Index elements of effective, 146–148 knowledge/skills, 152–158 need for, 143–144 preparation for teacher leadership, 160 preparedness of teacher leaders, 144–146 Professionalization: accountability through, 27 commitment/efficacy/satisfaction, 52–54 empowerment/ownership, 50–52 learning communities and, 56–57 organizational processes and, 57–58 professional career, 54–55 teacher leadership and, 42–45 Progressive Era, 22 Pullin, D.C., 39 Rallis, S.F., 8, 25, 29, 30, 34, 43, 44, 45, 53, 57–58, 84, 101, 102, 122, 124, 130, 159 Recognition, 112–113 Reflection, 148 Reform: new forms of organization, 25–27 of leadership positions, 31–38 teacher leadership needed for, 38–45 See also Change; School reform Reform models, 10, 11 Reform movements, 17–18 Reinoso, M., Reitzug, W.C., 8, 12, 55, 56, 88, 89, 90, 93, 159, 162, 164 Relationships: interpersonal skills of teacher leaders, 72 role clarity of teacher leadership, 115–117 teacher leadership definition and, 15–16 teacher-principal, 129–131, 132–133 working relationships, 154–157 201 Research: by teacher leaders, 79 on teacher leadership, 165 Resources: for teacher leadership, 110–112 furnished by principal, 140 Responsibility: collective, 149 community-based teacher leadership and, 93–94 learning communities and, 57 See also Tasks Retallick, J., 30 Retention, teacher, 60 Rewards, 112–114 Reyes, P., 44, 58 Richardson, D., 43, 44, 45, 57, 59, 62, 82, 88 Riehl, C., 36–37 Riley, J.F., 19, 43, 109, 125, 146, 154 Rinehart, J.S., 34, 51 Risk taking, 127 Roberts, L., 33, 36, 37 Robertson, P.J., 44, 51 Rochester, New York school district, 84 Rogus, J.F., 45, 151 Role-based leadership, 28 Role-based strategies: concerns about, 164 for teacher leadership, 82–83 program types, 83–85 role-based scaffolding, 85–88 Role modeling, 78 Role overload, 117 Roles: community-based strategies, 90 recasting leadership, 29, 131–132 reforming leadership positions, 31–38 role clarity for teacher leadership, 114–118 Rosenholtz, S.J., 13, 62, 72, 78, 91, 98, 99, 118, 127 Rossman, G.B., 15 Rothstein, R., 52, 53 Rowan, B., 101 Index-Murphy (teacher).qxd 202 12/28/2004 12:13 PM Page 202 CONNECTING TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT Rowley, J., 47, 60, 61, 83 Rungeling, B., 22 Rutherford, W.L., 147 Rutter, M., 149 Ryan, S., 7, 17, 19, 20, 42, 48, 54, 58, 69–70, 71, 72, 76–77, 78, 79, 111, 124 Sackney, L.E., 24, 44, 59 Samuels, S.J., 147, 149 Sanford, R.A.L.H., 38 Satisfaction, 53–54 Saxl, E.R., 24–25, 56, 57, 70, 71, 72, 73, 103, 125, 140, 158 Schedule, 110–112 Schlechty, P.C., 26 Schmoker, M.J., 48, 164, 165 School culture, 118–121 School health, 55–61 School improvement: from teacher leadership, 63 teacher leader tasks for, 78–79 School leadership: recasting, 28–31 redefined, 27–28 School organizations: barriers to teacher leadership, 97–99 community-based strategies, 88–94 leadership, recasting, 28–31 new forms of organization, 25–27 organizational structure as barrier, 99–104 principal and organizational structure, 135–136 reconceptualizing, 22 reforming leadership positions, 31–38 role-based strategies for teacher leadership, 82–88 role in teacher leadership, 161 school improvement and, 39–45 structure as teacher leadership support, 107–108 teacher leadership benefits for, 55–61 traditional organizational forms, 22–25 understanding/navigating, 153–154 See also Structure School reform: from teacher leadership, 60–61 role-based strategies, 82–88 teacher leader skills for, 154 teacher leadership history in, 38–45 teacher leadership in, 10, 11 See also Change; Reform Scott, J.A., 149 Scribner, J.D., 24 Scribner, J.P., 26, 32 Scrivner, J., 12, 29, 40–41, 49–50, 71, 79, 89, 93, 125, 132, 136, 144 Sedlak, M.W., 39 Seeley, D., 25 Selection: of teacher leaders, 107 of teacher leaders by principal, 137–138 Sergiovanni, T.J., 8, 25, 26, 27, 28, 29, 32, 33, 34, 36, 37, 38, 102, 132 Servant leader, 32–33 Service, 68 Shakeshaft, C., 23, 36 Shelton, M.M., 12, 14, 45, 47, 48, 54, 56, 58, 93, 109, 110, 111, 113, 116, 117, 126, 127, 144, 156, 157, 158, 165 Shen, J., 53–54, 59 Sheppard, B., 122, 129, 131, 134, 157 Sherrill, J., 67, 69, 117, 143–144 Sherrill, J.A., 3, 12, 87, 89, 130, 132–133, 144, 145, 158 Shipman, N.J., 28 Short, P.M., 34, 52, 53, 61, 135 Short, R.J., 34 Silins, H., 37, 134 Silva, D.Y., 10, 17, 18, 26, 30, 40, 92, 97, 99, 100, 103, 104, 112, Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 203 Index 120, 130, 134, 153, 154, 155, 160 Sirotnik, K.A., 34 Sizer, T.R., 9, 23, 39, 122 Skills, teacher leadership, 68–73, 152–158 Slater, R.O., 129 Smith-Burke, M.T., 143, 145, 151 Smith, D., 52 Smith, W.E., 53, 135 Smylie, M.A., 3, 7, 10, 12, 16, 17, 19, 24, 26, 27, 29–30, 31, 34, 38, 39, 42, 43, 46, 47, 48, 49, 50, 51, 52, 53–54, 56, 57, 58, 59, 60, 61, 62, 63, 65, 66, 68, 69, 70, 72, 75, 77, 78, 79, 81–82, 84, 85, 87, 88, 89, 90, 91, 93–94, 97, 98, 99, 100, 101, 105, 106, 109, 111, 114, 115, 116, 117, 118, 119, 120, 121, 122, 123, 124, 125, 126, 128, 129, 130, 132, 133, 135, 136, 137, 139, 143, 144, 146, 151, 152, 157, 163, 164, 165 Smyser, S.O., 40, 100–101, 102, 108–109, 115, 117, 118, 139, 151, 158 Snauwaert, D.T., 23 Snell, J., 4, 19, 40, 41, 42, 64, 66, 67, 69, 70, 71, 72, 73, 78, 86, 88, 92, 93, 98, 119, 120, 143, 145, 146–147, 151, 154, 155 Snow, C.E., 147 Snyder, H., 37 Society, 118–121 Socoski, P., 15, 47, 55, 57, 85 Southwest Center for Teaching Quality, 151 Southworth, G., 78, 104, 110, 114, 116, 119, 155 Spaedy, M., 36 Spillane, J.P., 6, 29, 30 Staff development activities, 79 Staffing, 82–88 Starratt, R.J., 37, 38, 45 Steffy, B., 42, 163 203 Steinbach, R., 7, 17, 19, 20, 42, 48, 54, 58, 69–70, 71, 72, 76–77, 78, 79, 111, 124 Stigler, J.W., 123, 148, 152 Stone, M., 17, 22, 30, 38, 40, 43, 50, 52, 54, 56, 57, 59, 60, 61, 62, 63, 66, 82, 85, 87, 88, 103, 110, 127, 136, 146, 160 Strodl, P., 5, 7, 9, 17, 23, 56, 60, 75, 77, 155 Structure: as support for teacher leadership, 107–108 barriers to teacher leadership, 97–99 organizational structure as barrier, 99–104 role in teacher leadership, 161 See also Organizational structure; School organizations Student performance, 48 Students: administrator as moral educator and, 36 benefits of teacher leadership, 47 community development and, 56 improvements from teacher leadership, 63 new forms of organization and, 26 organizational architecture and, 34–35 teacher leadership effectiveness, 164, 165 Suddards, C., Suleiman, M., 7, 13, 16, 17, 67, 92–93, 100, 102 Summers, P., 15, 47, 55, 57, 85 Support: by principal for teacher leadership, 128, 129–131 for professional development, 147–148 principal promotion of teacher leadership, 136–141 Support systems, teacher leadership: incentives/recognition, 112–114 requirement for, 104–105 Index-Murphy (teacher).qxd 204 12/28/2004 12:13 PM Page 204 CONNECTING TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT resources, 110–112 role clarity, 114–118 structures, 107–108 training, 108–109 values/expectations, 105–106 Swanson, J., 4, 19, 40, 41, 42, 64, 66, 67, 69, 70, 71, 72, 73, 78, 86, 88, 92, 93, 98, 119, 120, 143, 145, 146–147, 151, 154, 155 Sykes, G., 25, 26, 29, 33, 34–35, 102 Tabachnich, B.R., 37 Tasks: administrative, 87 community-based teacher leadership and, 93–94 of teacher leaders, 73–80 Teacher colleagues: egalitarian norm and, 125–127 organizational structure barriers, 102–103 principals and, 141 professional development and, 144, 149–150 role-based teacher leadership and, 88 role clarity of teacher leadership, 115–117 staff development activities, 79 teacher leaders help, 77–78 time for collaborative relationships, 112 working relationships, 154–157 Teacher education, 152–153 See also Professional development Teacher leaders: analysis caution, 65 definitions of, 12–18 motivation/expertise, 66–67 overview of, 64 principles of teacher leadership, 67–68 teacher leadership skills, 68–73 teacher tasks, 73–80 Teacher leaders, developing: overview of, 143–144 preparedness, 144–146 professional development, 150–158 professional development framework, 146–150 Teacher leadership: cautions about, 47–50 classroom/school improvement from, 61–63 complexity/context of, 159–160 concerns about, 160–163 definitional issues, 8–18 elements of, 160 lack of evidence for, 164–165 literature gaps, 161–162 principles of, 67–68 professionalization, 50–55 reform initiatives, 3–4 school organization strengthening from, 55–61 structure’s role in, 161 teacher leadership movement benefits, 46–47 traditional perspectives/models of leadership, 5–8 See also Barriers, teacher leadership Teacher leadership, forces supporting: new forms of organization, 25–27 organizational forms, traditional, 22–25 overview of, 21 recasting leadership, 28–31 reconceptualizing school organizations, 22 redefining school leadership, 27–28 reforming leadership positions, 31–38 school improvement, 38–45 Teacher leadership initiatives, 47–50 Teacher leadership, pathways to: community-based strategies, 88–94 overview of, 81–82 role-based strategies, 82–88 Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 205 Index Teacher leadership, principal and: influence on teacher leadership, 128–129 power conceptions, 133–135 promotion of teacher leadership, 136–141 recasting leadership, 131–132 relationships in support of teacher leadership, 129–131 relationships with teachers, 132–133 supportive organizational structures, 135–136 Teacher learning, 56 See also Professional development Teacher retention, 60 Teachers: norms about nature of work, 123–127 norms of teaching profession, 118–121 principal-teacher relationships, 129–131, 132–133 problems, 45 teacher leadership concerns, 160–161 teaching/leading norms, 121–123 traditional perspectives/models of leadership, 5–8 Teaching: classroom teaching improvements, 61–63 community-based teacher leadership and, 91 norms about teaching/leading, 121–123 role clarity and, 115 teacher leaders taught by principal, 140 teacher leadership principle, 67 Team: professional development and, 151 teacher leader skills relative to, 157–158 See also Collaboration Teitel, L., 42, 121, 122, 123, 144, 145, 154, 155 205 Timar, T.B., 41 Time: allocation by principal, 139 for professional development, 147 for teacher leadership, 114 teacher leadership resource, 110–112 to cultivate teacher leadership, 160 Tinley, A., 27, 29, 106, 120, 122, 126, 135–136, 137, 139 Training, 108–109 See also Professional development Troen, V., 10, 42, 44, 46, 54, 57, 61, 62, 69, 73, 74, 76, 78, 79, 87, 88, 90, 91, 92–93, 94, 98, 100, 102, 103, 108, 111, 112, 113, 118, 120, 121, 122, 125, 126, 139, 140, 152, 154, 160 Tyack, D., 22, 23 Uline, C.L., 31, 50, 54, 56, 91, 123, 124, 137, 160 Ungaretti, A., 23, 40, 65, 79, 83, 84, 92, 106, 143, 145 Unions, 103 Urbanski, A., 3, 6, 41, 61, 84, 103, 124, 125, 145, 150 Valesky, T.C., 52 Values: administrator as moral educator, 35, 36, 37–38 of teacher leaders, 69 support for teacher leadership, 106 Vazquez, A., 38 Veal, M.L., 6, 115, 117, 118, 122, 123, 138 Vertiz, V., Vision: about teacher leadership, 105–106 of teacher leaders, 71 teacher leadership definition and, 15 Wagstaff, L.H., 44, 58 Wall, R., 51 Walmsley, S.A., 149 Index-Murphy (teacher).qxd 206 12/28/2004 12:13 PM Page 206 CONNECTING TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT Walters, S., 46, 110, 115 Wasley, P.A., 7, 10, 11, 13, 17, 31, 39, 41, 42, 43, 44, 45, 46, 48, 49, 53, 56, 60, 62, 63, 66, 67, 68, 69, 72, 78, 79, 83, 86, 87, 91, 92, 93, 94, 97, 103, 105, 106, 108, 110, 111, 112, 115, 116, 120, 123, 125, 127, 130, 134, 138, 153, 154, 159, 160, 162, 164, 165 Watkins, J.M., 25 Weick, K.E., 25, 34, 101 Weindling, D., 28 Weiss, C.H., 44, 52, 58 Wenzel, S.A., 49, 61, 63 Wheeler, C.W., 39 Whitaker, K S., 19, 20, 51, 56, 59, 104, 112, 115, 116, 117, 118, 122, 129, 130, 131, 138, 140, 141, 159, 163 Whitaker, T., 7, 89, 94, 118 White, P.A., 44, 52 Wigginton, E., 8, 57 Wilkinson, I.A.G., 149 Wilson, M., 42, 67, 69, 70, 118, 120, 123, 127, 130 Wilson, R.B., 48, 164, 165 Wimpelberg, R.K., 36 Wise, A.E., 22, 23, 26, 42, 43, 112 Wohlstetter, P., 44, 52 Woods, S., 50, 122 Work: norms about nature of, 123–127 working relationships, 154–157 Wyeth, A., 58 Wynne, J., 40, 43, 48, 82, 100, 140, 165 Yarger, S.J., 4, 5, 9, 14, 16, 17, 18, 48, 54, 62, 65, 66, 69, 70, 72, 85, 99, 116, 125, 130, 133, 135, 136, 139, 144, 152, 155 Yee, S.M.L., 67, 82, 83, 84, 87, 90 Yukl, G., 65 Zeichner, K.M., 37 Zimpher, N.L., 17, 48, 50, 90, 153, 155, 156, 164 Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 207 CORWIN PRESS The Corwin Press logo—a raven striding across an open book—represents the union of courage and learning Corwin Press is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of K–12 education By providing practical, hands-on materials, Corwin Press continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.” Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 208 Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 209 Index-Murphy (teacher).qxd 12/28/2004 12:13 PM Page 210