Curriculum Improvement And Support For Teachers Leaders

753 Words4 Pages
Exactly how these teacher leaders might be selected, or otherwise identified, and how they might begin to achieve the goals (briefly) set out above, is more difficult to establish. There are, however some broad recommendations for teacher leaders presented in related literature that sketch out a roadmap for educational leaders to guide them toward effective leadership (and describe what effective leaders should be expected to competently achieve). Teacher leaders should, for example, help to organize learning institutions in such a way as to emphasize instructional improvement and support this with a jointly developed and clearly articulated vision of quality instruction (Supovitz, Sirinides, & May, 2010). The most effective educational leaders, one can assume, would be those who are able to act judiciously and sensitively, tempering the need for progress with a genuine concern for the wellbeing of educators – taking contextual peculiarities and the unique challenges accompanying any local educational enterprise into account.
This kind of leadership need not necessarily be applied in a formal, top-down manner - with appointed teacher-leaders delivering planned professional development sessions to faculty (Angelle & Derrington, 2013). Informal teacher leaders can influence other teachers and help them by habitually (albeit unofficially) sharing ideas relating to teaching, learning, and classroom management without assuming a traditional position of authority within the
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