Purpose: This exploratory study examines conditions that lead elementary principals to support the work of school-based instructional teacher leaders. The study asks, How do principals' knowledge of teacher leadership and their interaction with teacher leaders contribute to principals' support for teacher leadership? And, How might district communication structures influence principal support?
Research Methods:Data collected in 2003-2004 came from five districts, four of which were low−socioeconomic status districts. Interviews with 15 principals, 12 math teacher leaders, and six supervisors focused on the nature and scope of the teacher leader's work and the role of the principal and/or supervisor with regard to the teacher leader.
Findings: The study provides evidence of a link between principals' knowledge of the position, their interaction with teacher leaders, and their support for teacher leadership. The research further demonstrates that districts can influence principals' level of support for teacher leaders by increasing communication about the role.
Implications: Evidence suggests that districts should build principals' knowledge of teacher leadership and foster principal-teacher leader interaction as a way to promote support. A second implication is the need for further research on other conditions that can influence principals' support.
Barth, R. (1990). Improving schools from within. San Francisco: Jossey-Bass.
2.
Berman, P., & McLaughlin, M. (1977). Federal programs supporting educational change, VII: Factors affecting implementation and continuation . Santa Monica, CA: RAND.
3.
Berman, P., & McLaughlin, M.W. (1978). Federal programs supporting educational change, VIII: Implementing and sustaining innovations. Santa Monica, CA: RAND.
4.
Berry, B., & Ginsberg, R. (1990). Creating lead teacher: From policy to implementation . Phi Delta Kappan, 71, 616-621.
5.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school (Committee on Developments in the Science of Learning, Commission on Behavioral and Social Sciences and Education, National Research Council). Washington, DC: National Academy Press.
6.
Brown, J., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning . Educational Researcher, 18(1), 32-42.
7.
Burch, P., & Spillane, J. (2003). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. The Elementary School Journal, 103, 519-535.
8.
Camburn, E., Rowan, B., & Taylor, J.E. (2003). Distributed leadership in schools: The case of elementary schools adopting comprehensive school reform models. Educational Evaluation and Policy Analysis, 25, 347-373.
9.
Chrispeels, J.H. (1997). Educational policy implementation in a shifting political climate: The California experience. American Educational Research Journal, 34(3), 453-481.
10.
Cochran-Smith, M., & Lytle, S.L. (1992). Inside/outside: Teacher research and knowledge . New York: Teachers College Press .
11.
Cohen, D.K., & Hill, H.C. (2001). Learning policy: When state education reform works . New Haven, CT: Yale University Press.
12.
Corcoran, T., Fuhrman, S., & Belcher, C. (2001). The district role in instructional improvement . Phi Delta Kappan, 83(1), 78-84.
13.
Creswell, J.W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
14.
Crow, G.M., Hausman, C.S., & Scribner, J.P. (2002). Reshaping the role of the school principal. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century; 101st yearbook of the National Society for the Study of Education (Vol. 101, Pt. 1, pp. 189-210). Chicago: University of Chicago Press.
15.
Crowther, F., Kaagan, S.S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
16.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass .
17.
Datnow, A., & Castellano, M.E. (2001). Managing and guiding school reform: Leadership in Success for All schools. Educational Administration Quarterly, 37(2), 219-249.
18.
Devaney, K. (1987). The lead teacher: Ways to begin. New York: The Carnegie Forum.
19.
Donaldson, G.A. (2001). Cultivating leadership in schools: Connecting people, purpose, and practice. New York: Teachers College Press.
20.
Elmore, R.F., & Burney, D. (1997). Staff development and instructional improvement: Community District 2. New York City: Paper prepared for the National Commission on Teaching and America's Future .
21.
Erb, T.O. (1987). What team organization can do for teachers. Middle School Journal, 18, 3-6.
22.
Firestone, W.A., & Bader, B.D. (1992). Redesigning teaching: Professionalism or bureaucracy?Albany: State University of New York.
23.
Firestone, W.A., Mangin, M.M., Martinez, M.C., & Polovsky, T. (2005). Content and coherence in district professional development: Three case studies. Educational Administration Quarterly, 41, 413-448.
24.
Firestone, W. A., & Riehl, C. (Eds.). (2005). A new agenda for research in educational leadership. New York: Teachers College Press.
25.
Fullan, M.G. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.
26.
Glickman, C.D. (1985). Supervision of instruction: A developmental approach . Boston: Allyn & Bacon.
27.
Greeno, J.G., Collins, A.M., & Resnick, L.B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.
28.
Gross, N., Giacquinta, J.B., & Bernstein, M. (1971). Implementing organizational innovations: A sociological analysis of planned educational change. New York: Basic Books.
29.
Hallinger, P., & Heck, R. (1996a). The principal's role in school effectiveness: An assessment of methodological progress, 1980-1995. In K. Leithwood, J. Chapman , D. Corson, P. Hallinger, & A. W. Hart (Eds.), International handbook of educational leadership and administration (Vol. 2, pp. 723-783). Dordrecht, the Netherlands: Kluwer.
30.
Hallinger, P., & Heck, R. (1996b). Reassessing the principal's role in school effectiveness: A review of empirical research, 1980-1995. Educational Administration Quarterly, 32(1), 5-44.
31.
Hallinger, P., Leithwood, K., & Murphy, J. (Eds.). (1993). Cognitive perspectives on educational leadership . New York: Teachers College Press .
32.
Hart, A.W. (1990a). Impacts of the school social unit on teacher authority during work redesign. American Educational Research Journal, 27(3), 503-532.
33.
Hart, A.W. (1990b). Work redesign: A review of literature for education reform. In S. B. Bacharach (Ed.), Advances in research and theories of school management and educational policy (Vol. 1, pp. 31-69). Greenwich, CT : JAI.
34.
Hart, A.W. (1995). Reconceiving school leadership: Emergent views . Elementary School Journal, 96(1), 9-28.
35.
Hawley, W.D., & Valli, L. (1999). The essentials of effective professional development . In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
36.
Heller, M.F., & Firestone, W.A. (1995). Who's in charge here? Sources of leadership for change in eight schools. The Elementary School Journal, 96(1), 65-86.
37.
Hightower, A.M., Knapp, M.S., Marsh, J., & McLaughlin, M. (2002). School districts and instructional renewal. New York: Teachers College Press.
38.
Hodges, H.L.B. (1996). Using research to inform practice in urban schools: Ten key strategies for success. Educational Policy, 10(2), 223-252.
39.
Kirshner, D., & Whitson, J. A. (Eds.). (1997). Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Lawrence Erlbaum.
40.
Knapp, M.S., Copland, M.A., Ford, B., Markholt, A., McLaughlin, M.W., & Milliken, M. (2003). Leading for learning sourcebook: Concepts and examples. Seattle, WA: Center for Teaching Policy.
41.
Lambert, L., Walker, D., Zimmerman, D.P., Cooper, J.E., Lambert, M.D., Gardner, M.E., et al. (1995). The constructivist leader. New York: Teachers College Press.
42.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation . New York: Cambridge University Press.
43.
Leithwood, K. (1995). Cognitive perspective on school leadership. Journal of School Leadership, 5(2), 115-135.
44.
Leithwood, K., & Jantzi, D. (1990). Transformational leadership: How principals can help reform school cultures. School Effectiveness and School Improvement, 1(4), 249-280.
45.
Leithwood, K., & Riehl, C. (2005). What do we already know about school leadership? In W. Firestone & C. Riehl (Eds.), A new agenda for research on educational leadership (pp. 12-27). New York: Teachers College Press.
46.
Lieberman, A. (1988). Expanding the leadership team. Educational Leadership, 45(5), 4-8.
47.
Lieberman, A., & Miller, L. (2004). Teacher leadership. San Francisco : Jossey-Bass.
48.
Lieberman, A., Saxl, E.R., & Miles, M.B. (1988). Teacher leadership: Ideology and practice. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 148-166). New York: Teachers College Press.
49.
Loucks-Horsley, S. (1995). Professional development and the learner centered school. Theory Into Practice,34(4), 265-271.
50.
Lugg, C.A., Bulkley, K., Firestone, W.A., & Garner, W. (2002). Understanding the challenges of school and district leadership at the dawn of a new century. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century; 101st yearbook of the National Society for the Study of Education (Vol. 101 pt. 1, pp. 20-41). Chicago: University of Chicago Press.
51.
Mangin, M.M. (2005). Distributed leadership and the culture of schools: Teacher leaders' strategies for gaining access to classrooms. Journal of School Leadership, 15(4), 456-484.
52.
Mangin, M.M. (2006). Teacher leadership and instructional improvement: Teachers' perspectives. In W. K. Hoy & C. Miskel (Eds.), Contemporary issues in educational policy and school outcomes (pp. 159-192). Greenwich, CT: Information Age Publishing.
53.
Marks, H.M., & Printy, S.M. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.
54.
Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.
55.
Murphy, J. (1990). Principal instructional leadership. In R. S. Lotto & P. W. Thurston (Eds.), Advances in educational administration: Changing perspectives on the school (Vol. 1, Pt. B, pp. 163-200). Greenwich, CT: JAI.
56.
Murphy, J. (2005). Connecting teacher leadership and school improvement . Thousand Oaks, CA: Corwin Press .
57.
Murphy, P.K., & Alexander, P.A. (2006). Understanding how students learn. Thousand Oaks, CA: Corwin Press.
58.
Nelson, B.S., & Sassi, A. (2005). The effective principal: Instructional leadership for high-quality learning. New York: Teachers College Press.
59.
Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. Aspen, CO: The Aspen Institute Program on Education.
60.
Newmann, F.M., King, M.B., & Youngs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108(4), 259-299.
61.
Patton, M.Q. (2001). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
62.
Piaget, J. (1977). The essential Piaget (H. E. Gruber & J. J. Voneche, Trans.). London: Routledge & Kegan Paul.
63.
Pounder, D.G. (1999). Teacher teams: Exploring job characteristics and work related outcomes of work group enhancement. Educational Administration Quarterly, 35(3), 317-348.
64.
Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp.905-947). New York: Macmillan.
65.
Rockmore, T. (2005). On constructivist epistemology. New York: Rowman & Littlefield.
66.
Sheppard, B. (1996). Exploring the transformational nature of instructional leadership. Alberta Journal of Educational Research, 42(4), 325-344.
67.
Silva, D.Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779-804.
68.
Smylie, M., & Denny, J.W. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective. Educational Administration Quarterly , 26(3), 235-259.
69.
Smylie, M.A. (1994). Redesigning teachers' work: Connections to the classroom. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 20, pp. 129-177). Washington, DC: American Educational Research Association .
70.
Smylie, M.A. (1997). Research on teacher leadership: Assessing the state of the art. In B. J. Biddle (Ed.), International handbook of teachers and teaching (pp. 521-592). Dordrecht, the Netherlands: Kluwer.
71.
Smylie, M.A., Conley, S., & Marks, H.M. (2002). Exploring new approaches to teacher leadership for school improvement. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century; 101st yearbook of the National Society for the Study of Education (Vol. 101, pt. 1, pp. 162-188). Chicago: University of Chicago Press.
72.
Smylie, M.A., Wenzel, S.A., & Fendt, C.R. (2003). The Chicago Annenberg challenge: Lessons on leadership for school development. In J. Murphy & A. Datnow (Eds.), Leadership lessons from comprehensive school reforms (pp. 135-158). Thousand Oaks, CA: Corwin Press.
73.
Spillane, J., & Louis, K.S. (2002). School improvement processes and practices: Professional learning for building instructional capacity. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century; 101st yearbook of the National Society for the Study of Education (Vol. 101 pt.1, pp. 83-104). Chicago: University of Chicago Press.
74.
Spillane, J., Reiser, B.J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431.
75.
Stein, M.K. (1998). High performance learning communities in District 2: Report on Year 1 implementation of school learning communities. Washington, DC: Office of Educational Research and Improvement.
76.
Stein, M.K., & Nelson, B. (2002, November). Leadership content knowledge. Paper presented at the annual meeting of the University Council for Educational Administration, Pittsburgh, PA.
77.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
78.
Youngs, P., & King, M.B. (2002). Principal leadership for professional development to build school capacity. Educational Administration Quarterly , 38(5), 643-670.
