Ed.D. Educational Leadership
College of Education
School environment; Career development
Elementary and Middle and Secondary Education Administration
The complexity associated with educational leadership and the challenges related to school change require schools to cultivate new sources of leadership (Anderson, 2009; Copland, 2003, Danielson, 2007, Goldstein, 2004). Literature demonstrates that teacher leadership is linked to increased professional learning, sustained change, and improved student achievement (Hart, 1995; Spillane, Hallet, & Diamond, 2003; Trachtman, 1993). The purpose of this action research study was to evaluate the Teacher Leadership Coalition, a cadre of teachers developed to empower teachers, increase professional learning, and improve culture in the Ryan School District. While implementing interventions to improve the Coalition, I sought to learn more about teacher leadership and my development as a leader. Findings collected through this mixed method study demonstrate that the Teacher Leadership Coalition impacted the culture of the district by increasing collaboration, professional learning, and empowering teachers. Moreover, methods to foster teacher leadership and common obstacles emerged. These findings could provide techniques to develop teacher leadership in other districts wishing to do so. Furthermore, as a leader of this change project, I assessed my development as a leader who employs traits from servant, transformational, and distributive leadership theories. Through a comparison of my espoused leadership theory and my actions throughout this project, I gained a better understanding of leadership, and thus improved my practice (Osterman & Kottkamp, 1993).
Luff, Jennifer, "Fostering teacher leadership: transforming learning and leading to enhance school culture" (2011). Theses and Dissertations. 519.