Teacher leadership

Teachers who engage in leadership roles are generally experienced and respected in their field which can both empower them and increase collaboration among peers.

"[4] The NEA (2011) reported that, "Research indicates that in order to increase the likelihood that Gen "Y" teachers remain in the profession, they need opportunities to participate in decision making at the school and district level; a positive and supportive school culture which fosters teamwork and effective lines of communication; professional opportunities that include collaboration and technology; in-depth feedback and support from administrators and colleagues; time set aside for regular collaboration; and fair pay and a differentiated pay structure which includes rewarding outstanding performance, acquiring new knowledge and skills, and assuming new roles and responsibilities (Behrstock & Clifford, 2009).

"[6] Teacherpowered.org is a resource for this kind of work, and they note that teachers, "feel increased passion for the job and have greater ability to make the dramatic changes in schools that they determine are needed to truly improve student learning and the teaching profession.

"[7] Lieberman (2000) cited Newmann and Wehlage (1995) in their search for, "an understanding of how schools developed the capacity to inspire student learning of high intellectual quality.

"[8] To frame the types of work in which Teacher leaders participate, it is important to look at the roles taken on by Educational leadership more broadly.

They model effective practices, exercise their influence in formal and informal contexts, and support collaborative team structures within their schools.

Support instructional improvement at the host site (school or district) by sharing what the network learns and by building skills at the local level.

"[18] Some additional forms of teacher or instructional leadership may include: problem-solving teams, peer mentoring, and coaching, which support of the work of the administration without replacing it.

2. teachers having collective autonomy to make the decisions influencing the success of a school, project, or professional endeavor.

"[21] Lieberman (2000) found that, "Networks that last, that hold their members, and continue to attract new teachers understand that they must account for the daily pressures of teaching, even as they seek to advance larger ideals.

"[24] Kruse (1993) outlines the conditions that support teacher leadership in the specific case of a professional community: "Structural conditions Social and human resources Schools may implement a teacher leadership model as a strategy to downsize and cut costs for the school.