Chapter IV

THE TEACHER AS
A LEADER OF
EDUCATIONAL REFORMS
 Objectives:
 After reading this lesson you will be able to:
 Discuss the different definitions attributed to teacher
leadership;
 Explore the impact of teacher leadership to student l
earning, school improvement and teacher retention;
 Determine the role of teacher leadership in school re
forms;
 Objectives:
 Determine the reasons that deter teachers from
becoming teacher leaders;
 Discover the factors that pave the way from
teachers to become teacher leaders and;
 Discuss the different phases teachers go through
as they transition into becoming teacher leaders
“Leadership Quotes”
 INTRODUCTION
The recent reforms in the Philippines
educational system bring to light the importance
of the role of teachers in ensuring that initiatives
to improve the teaching-learning process are
implemented efficiently and effectively.
The teachers play a vital role in ensuring
the success if the implementation of the
educational reforms in the country for the follow
ing reasons.
• Teachers are in close coordination with the
students. They regularly interact with students and
in the performance of their functions as teachers;
they know first hand how to reforms impact their
students
• Since teachers are the ones who implement the
reforms in the classroom, they are aware of how
these new initiatives directly influence or affect
the way they teach.
• Teachers are also in direct communication with
various stakeholders.
 Teachers leadership
and School Improvement
 Too often, when schools encounter problems
or issues, they rely on an expert without any
knowledge about the culture of the school or its
people to address these issues. As such, most of
the recommendations are not always followed
because most lack a basic understanding of the
real causes of the issues or concern.
 Teacher leaders are in the best position to
address these issues because they are aware of the
reasons why said issues or concerns happened in
the first place and how it happened. Having directly
experience the and this sense of familiarity with the
school community allow teacher leaders to address
specific needs and issues affecting the school
( Nappi, 2014)
Teacher Leadership And
Students Achievement
 Teachers who are given the opportunity to make decisions
in the classroom are found to have a lasting effects on improving
the performance of their students.(proven by Richard Ingersoll)
In the said study, they found out that when teachers were
given more leverage to put teaching and learning at the center of
their instructional decision, have students who scored to
percentile higher in Math and English/language arts on state tests
compared with others schools who rank low on teacher
leadership(will, 2017).
 The Kenyan Government has been working
hard to improve mathematics mastery as a means to
boost national development. However, despite this
initiative, the performance of the students in
mathematics in secondary schools remains low.
Researchers in Kenya have given priority to
classroom practices rather than developing teacher
leadership.
 A study was conducted to find out how mathematics
teachers assumed leadership roles in the classroom and
how their daily practices affect mastery in mathematics
among students.
In this study, it was revealed that teacher leadership
plays a big role in improving students’ performance in
mathematics as these teachers manifested continuous
engagement, showed commitment, openness to new know
-ledge and different views and a strong focus on growth
 The two mentioned examples are just among a
myriad of studies that reveal the importance of teacher
leadership in improving the performance of students.
This can be attributed to the fact that teachers know their
students well. As such, they are in a better position to
address the needs and concerns of these students.
 Teacher Leadership
and Teacher Retention
 When teachers are truly satisfied with the
work that they do, they stay. However, a study reveals
that teachers leave because of various reasons.
This may be brought about by low pay, personal
circumstances, stress, working conditions and
isolation (Borman and Dowling, 2008).
Unlike other professions, teachers, particularly
novice teachers feel isolated because they are left on
their own most of the time.
 Once classes begin, they are left on their own to do their role
in the classroom which involves teaching, managing the class and
assessing students.
Having no one to discuss the challenges encountered by
teachers lead them to leave the profession.
If seclusion has been identified as one of the main reasons why
teachers leave, motivation has been identified as one of the reasons
why teachers stay. Teachers’ motivation emanates from establish-
ment of professional ties and relationships with other teachers,
recognition of professional contribution, evaluation of teachers, and
programs for teacher development and leadership. Warren, 2018
 Thus, teacher leadership contribute a lot in
making teachers stay. Teacher leaders do not only
provide either teachers with assistance, they also
play an important role in influencing the work
environment to change in order to make it deal for
collaboration and growth.
DEFINITION OF
TEACHER
LEADERSHIP
 Teachers play a powerful in effecting
reforms in the classrooms. As such, the
leadership roles of teachers should be studied in
the light of what is needed by schools and
students, and how educational initiatives will be
implemented, sustained and managed.
 Teacher Leadership has been defined
in various ways.
TEACHER LEADERSHIP INVOLVES
ADMINISTRATIVE FUNCTIONS
Teachers who are assigned as an
administrator usually assume leadership
and management functions.
 Leadership and Management are
two distinct concepts but should be
assumed by teachers leaders.
According to Tony Bush (2007),
leaders inspire change while managers
work on making sure that school
operations continue to function
efficiently and effectively.
 The history of teacher leadership
suggests that teachers then did not have
leadership roles. Teachers will only be
given leadership roles if they assume a
position (Sanocki, 2013).
As such, teacher leadership was e
quated with an official function or
designation.
 School nowadays are confronted with a
lot of issues. These issues may revolve content,
pedagogy, beliefs or values. Pressure coming fr
om external sources such as legislation,
government policies and other stakeholders bec
ome an integral consideration that teacher
leaders should address.
 Administrators who are both
leaders and managers will find means
and ways to face the challenges of
these external demands without losing
sight of what is relevant to the school’s
vision and mission and most important
of all, the students.
 Teacher Leadership does not always
refer to formal administrative roles.
Teachers according to Danielson (2006)
become leaders because of certain
qualities or actions that they do.
In a study that attempted to look into
the definition of teacher leadership,
Cosenza (2015) found several ways how
teachers view leadership.
 Based on the study, definitions
attributed to teacher leadership, aside
from assuming formal roles, includes
collaboration, sharing of best practices,
taking action, and role modeling.
 TEACHER LEADERSHIP
INVOLVES COLLABORATION
Teacher leaders collaborate with others. Gone are
the days when the sole responsibility of making
decisions relies on administrators or school heads.
Teacher leaders are beginning to see the important
role that they play not only inside the classroom but
also in terms of how to make improvements in the
school for the benefit of the students and various
stakeholders.
 When teachers collaborate, they
bring with them a vast wealth of
knowledge and classroom experience in
which they could use as bases of
decisions. Through collaborating with
others, teachers are able to come up with
common decisions that are not only
beneficial to their practice but at the
same time to their students as well.
 In order to elucidate the role of
collaboration in developing teacher leadership,
a study was conducted to determine how a
partnership between a local school and college
in the United States has fostered the promotion
of teacher leadership among those who mentor
pre-service teachers. This study was brought
about by complaints coming from mentors
who were training pre-service teachers that they
do not get anything out of training pre-service
teachers
 Through constant communication and
collaboration, mentor-teachers were given an
opportunity not only teach method courses in
the college but were also able to learn from
college professors about new techniques and
strategies in the classroom. Through
collaboration, the high school teachers were
exposed to new strategies being discussed in
class and use these in order that pre-service
teachers will be able to see how these are
applied in the classroom
 The study was bale to prove that
through collaboration, the high school
teachers were able to do more than
merely training the pre-service teachers,
they also developed themselves as
teachers. (Eargle, 2013)
 Teacher
Leadership
Includes Sharing
of Best Practices
 Teacher leaders are those who are well-
experienced, respected, creative, innovative,
knowledgeable, strong propensity for learning,
passionate, and committed, to developing students.
Most important of all, they share their knowledge,
expertise and experience to improve students’
learning (Lumpkin, Claxton and Wilson, 2014)
In essence, teachers are regarded as leaders if
they share their knowledge, expertise and skills with
the other teachers in the hope of contributing to the
professional development of others.
Three Ways Of Best
Practices In Which
Teachers Share
What They Do
 FIRST WAY – BY SHARING CONCRETE
MATERIALS OR RESOURCES
These include physical and online resources
such as materials, equipment, or websites(Rosson,
Dunlap and Isenhour,2005).
Aside from sharing physical artifacts,
teachers can use technology by going online to
share what they do best. Teacher leaders make sure
that other teachers will learn from their expertise
when sharing their best practice online. (Spencer,
2017)
SECOND WAY- by sharing classroom activities
which lesson plans, grading and strategies in
developing lessons (Carroll, et.al, 2005)

Teachers who has a vast wealth of

experience can share their successes and failures
in implementing lessons.
Teachers who also share best practices
allow other teachers to observe them while
teaching. This is a good way of showing other
teachers how to implement a lesson in the best
possible way.
THIRD WAY – by showing other teacher
works of students or products that the
students have developed (Carroll et.al, 2005)

By showing evidences, other

teachers will be able to know that
certain strategies work and that these
can be replicated.
 Teacher
Leadership
Involves Taking
Action
 Teacher Leaders recognize the fact that their
own professional development depends on themselves.
These teachers do not rely on others for their
own development but actively seeks ways to grow
professionally.
These teachers see the value of dong further
studies and attending continuing professional
development programs to further hone skills an grow
in knowledge.
 Teacher Leaders recognize the fact that their own
professional development depends on themselves.
Teachers who take initiative in improving
themselves are seen as leaders because they find ways in
improving themselves to grow professionally. These
teachers do not rely on others for their own development
but actively seeks ways to grow professionally. These
teachers see the value of doing further studies and
attending continuing professional development programs
to further hone skills and grow in knowledge
Teacher Leadership
Includes
Role-Modelling
 Teachers who are seen as leaders exhibit
exemplary actions are regarded as means to guide
students and teachers.
TEACHERS can become role-models in
the following areas:
Sharing of resources and instructional
expertise with others, Specializing in curriculum,
Supporting the classroom, Facilitating learning,
Leading the school, Coaching using data,
Mentoring, Instigating change and learning.
(Harrison and Killon, 2007)
Sharing Of Resources And Instructional
Expertise With Others
This can be exemplified when seasoned
teachers share their references, instructional materials
and online resources with other teachers. The act of
sharing enables teacher leaders to help new teachers
adjust to their new responsibilities with ease.
 Specializing In Curriculum
Teacher leaders know the curriculum and
make sure that they share his/her knowledge with
others.
Teacher Leaders model this knowledge by
ensuring that other teachers know and use the
curriculum standards in planning the lessons,
aligning strategies and using appropriate
assessments in class.
Supporting The Classroom
Teacher leaders welcome other
teachers to do classroom observations,
team teaches certain lessons and
providing suggestions or how lessons
can be improved further.
 Facilitating Learning
Teachers can also facilitate the development
of other teachers by sharing their expertise.
Teachers learn best when they listen to each other.
This makes professional learning more
meaningful and at the same time more beneficial
to the students.
 Leading The School
Serving as a mentor in a good way to
model good leadership skills. Teachers who
have worked in a school setting for a long time
should mentor young teachers not only about
how to plan a lesson or the curriculum
standards but also about the policies,
guidelines and other expectations.
 Coaching Using Data/Mentoring
Teacher leaders use data before making any
educational decisions. They are fully aware that all
decisions made in the classroom should have a sound
educational basis.
A good role model would lead the discussions on
the available data, providing opportunities for others to
analyze the data and using these as a means of
improving the teacher-learning process.
 Instigating Change
Effective teachers are always thinking
of ways to improve the teaching-learning
process. As a catalyst of change, these
teachers are never satisfied practices and are
constantly seeking ways to challenge the
system so that improvements will come
about.
 Learning / Learners
Teacher Leaders are life-long learners.
They never cease to learn. They pursue further
studies, attend classes, join workshop, and
gives priority to continuing professional
development.
Teachers who are life-long learners
inspire others to learn as much as they can to
become effective teachers.
 Attributes of
Teacher Leader in the
Philippines
 The concept of the teacher leadership can be
best understood within the context of the culture. In the
Philippines, although formal roles play a significant
part in the definition of teacher leadership, attributes of
teacher leaders surfaced in the study of Oracion in 2014
.
 According to the study, there are
seven attributes associated with teacher
leadership. These teachers are self motiva-
ted, possess positive outlook, service orien-
ted, responsible and dedicated, have high
expectations, humble, and trustworthy.
 It is noteworthy to state that in the Phils,
personal attributes are essential in defining
teacher leadership.
Teacher leaders are those who can work
on their own without being told. They have
the motivation to do other responsibilities
for the common good.
• These teachers are also optimistic of
growth and change.
• They have a positive outlook that
inspires others to do same.
• They know the value of work.
• They know their responsibilities and
would pursue to finish the task at hand.
• They have high expectations and would
not settle for mediocre work.
• They are humble and could get along
with easily with the rest and they are
dependable.
• People trust them because they can
deliver
 The aforementioned characteristics
of teacher leaders are definitions attributed
to teachers who have shown propensity to
lead others. These characteristics enable
the teacher leaders to contribute in
effecting reforms to the betterment of the
school and the students.
Teacher Leadership
and Educational
Reforms
59
 Champions of Learning
• To improve educational systems, schools
sought ways to influence the curricula or
instructions.
• These reforms are meant to improve the
way student learn and the success of these
reforms depends so much on the teachers.
• Teachers play a big role in ensuring that
all reforms or innovations which usually
emanate from external sources be
aligned with existing practices.
• Teachers leaders are more knowledgeable to
know whether or not reforms would work
because they are immersed in the classrooms
and know certain considerations such as
class size, nature of the students, resources
available and capacity of teachers in
implementing reforms.

62
• According to Leithwood, Louis, Anderson &
Wahistrom (2010), there are three leadership
practices which teacher leaders do in order to
promote student learning.
• These are setting directions, developing
people and redesigning the organization.

63
 Setting the Directions
• Directions give teachers a sense of purpose
• Along the directions of the school provide
teachers with a shared mission.
• They are able to guide others in
understanding the directions of school to
work along with other with a common
vision.
• Teacher leaders do not only articulate the
directions of the school, they also make sure
that their colleagues understand the reasons
behind the vision and how this is concretized
• When directions are clear, teachers can work
hand in hand to make sure that students will
benefit much from learning.
 Developing People
• Reforms entail not only the teacher's
willingness to conforms or motivation to work
toward the achievement of the goals of the
school.
• It also entails capacity buildings.
• Teacher leaders see the need to develop
colleagues as a way of fulfilling goals of the
school.
• They make that they have the capacity to
work toward the vision of the school and
provide avenues for others to do the same.
• They continuously work hard to develop
themselves and others in order to make
sure that students will learn much in the
process.
Redesigning the Organization
• Since teachers understand the context of the
organization, they are in the best positions to
determine the structures that would best
benefit the students.
• Teacher leaders are keen in determining
which structures would work best in
promoting a culture of collaborations among
teachers.
• Through building a culture of collaborations,
teachers and administrators will be able to
work well in order to designs the curriculum
in a way that student will maximize students'
learning and adopt an appropriate
pedagogical approach that will make
learning meaningful.

69
 Teacher Leaders As Agent Of
Innovation
• Today's, world demands that students
acquire knowledge and skills that are
relevant to the present times.
• Schools are pushing innovations reforms in
the classroom.
• All teachers have the best interest of their
students in mind
70
• Teacher leaders know that for innovative
practices to be accepted, it has to be practiced
first before it has to be shared with other
teachers.
• There exists a notion that engaging in
workshops or other forms of professional
development programs in already sufficient in
making teachers accept the innovations being
introduced.
71
• For innovations to be practiced, teacher
leaders take the initiative to learn more about
them, practice these in the classrooms and
then share practical experience with others.
• It is through sharing of these practical
experiences that teachers are provided with
avenues to see the benefits of using these
innovations in their classrooms.

72
• When teachers share their practices, they need
all the support they can get from colleagues,
administrations and students. ( Butkevika and
Zobena, 2017).
• In inculcating innovations, teacher leaders
first and foremost show an openness to learn,
willingness to take risks and eagerness to try
out the new reforms being introduced in the
classrooms.
73
• The study of Butkevika and Zobena in 2017
has proven that teacher leaders demonstrate
the propensity to learn something new and
the readiness to implement it in the
classroom. They are willing to experience
the benefits of trying out the new approach
or methodology being introduced and at the
same time share these experiences with
others.

74
• Butkevika and Zobena (2017) further
suggests that teacher leaders also provide
other teachers a safe space to experiment and
try innovative approaches. They do not only
provide professional guidance but also
emotional support. Teachers need not be
afraid to fail so that they will not be
discouraged to innovate. Thus, it is
important the teachers need each other’s
support to allow innovation to take place.
75
Challenges
of teacher
Leaders
 Teacher who have been in the
field for four to ten years are at the
point in their careers when they have
already gained enough experience and
expertise which could be used to help
other teacher.
 Another reason why these teachers are
ready to embark on leadership role is
because it is a way for them to reach out to
other teachers. As teachers, it cannot be
discounted that most of the work done
remains between the teacher and the
students (Rasberry and Mahajan, 2008).
 Lastly, these teacher who are ready to
move on to leadership roles see these as an
opportunity to grow. There are teachers
who are also in need of doing other things
in order to grow professionally ( Johnson
and Donaldson, 2007).
 In the study conducted by Johnson
and Donaldson (2007), teachers are
confronted with issues that revolve around
the norms of school culture. Among issues
identified are autonomy, egalitarianism,
and deference to seniority.
 Autonomy has been identified as one of the
reasons; teacher leaders find it difficult to work
with others. Teachers are so used being in charge
of their own class that some are not so eager to
welcome other teachers who are willing to help,
let alone observe them. This then, defeats the
purpose of teachers working together to improve
the teaching process.
 Egalitarianism has been identified as
a challenge to teacher leaders. The added
responsibility requires teacher leaders to
be in constant communication with school
administrators and this presents an issue to
most teachers.
 Teacher leaders are perceived by
other teachers as being given special
treatment when the truth is, the only
reason that they are constantly with
administrators or supervisor is because
they need to coordinate plans with the
higher administration.
 Finally, teacher leaders find it difficult
to share their expertise with others because too
often, their age is being equated with
qualifications. Based in the above mentioned
study, older teachers find it hard to accept that
the younger teachers are more qualified to
share their knowledge and expertise and as
such, this often leads to resentment.
 In the Philippines, there are various re
asons why teachers are deterred from
assuming leadership roles. One the
educational system is so entrenched on the
“principal-oriented” nature of leadership.
This means that for most schools in the
Philippines, the concept of leadership is
still attributed to formal roles.
 Two, there is a lack of leadership training
existing in the country which prevents teachers
from assuming leadership roles. Three, teacher
classification hinders teachers from becoming
leaders. Classifications would revolve around
teaching positions which is based on qualifications
rather than functions. (Alegado, 2018).
Aside from those mentioned by Alegado, there
are other challenges that prevent teachers from
assuming leadership roles.
• Teachers are afraid that if they assume a
leadership role, their relationship with collea
gues will be affected.
• Most teachers do not want to be labelled as
“pro-admin” or a favorite of the principal
• Circumstances in life prevent many
from assuming leadership roles. Those
who are married would prioritize their
family over work.
• Some teachers on the other hand would
attribute the lack of time for not
accepting leadership roles.
 Those who assumed informal leadership
roles attend to a lot of responsibilities and this
would means staying at school for a longer period
of time. This does not encourage other teachers
from assuming similar roles for fear that they too
would not have enough time to do their other
responsibilities at home (Oracion, 2015)
 With the challenges faced by teacher leaders, it
is imperative that these issues be seriously looked into.
There are so many things that teacher leaders can
contribute in the teaching-learning process. As such,
these challenges should be addressed so that more
teachers will finally have the courage and motivation
to take on leadership roles.
PROMOTING
TEACHER
LEADERSHIP
 There are several factors that pave way for
teachers to become leaders:
1. The teacher’s background and previous
experience on leadership.
2. The competence of the principal.
3. The practice of distributed leadership.
4. Collaboration and consultation also paved way
for teachers to assume leadership roles.
92
5. The fact that principals defined their
role as an influencer paved way for
others to follow the examples of their
leaders.
6. The principals are good motivators.
7. Most of the principals were focused
on instruction.
93
New Developments in Education
1. New forms of assessments are becoming
more accepted and used by educators.
• Performance – based assessments are being
used more than standardized based
assessments. The shift from a traditional
paper and pencil form of assessment leads to
a new form of evaluating students.
2. Organizational structures are becoming leaner
and flatter making it possible for teachers to
collaborate closely as they are provided more
autonomy and freedom in decision making.
• Teachers can now work closely together and can
share practices that work with the students. The
fact that they are no longer bound by restrictive
policies will enable new teacher leader to make
decisions based on what they deem is
appropriate for their students.
3. Teachers have more opportunities to
network with other teachers making a
possible to bench mark and share
practices(Shwartz, 2016).
• Technological advancements and more
opportunities given to teachers allow for
more collaboration. By providing teachers
platforms to discuss their experiences and
share best practices.
 The new developments require new types
of leaders to emerge in education. Berry
concludes that in order to promote teacher
leaders, the following must be present
1. An idea and plan for teacher leadership –
there should be a clear direction of the tasks
to be done and should involve the teachers
in the formulation of the goals.
2. A helpful administration –
administration should be able to
empower teachers by providing them
with opportunities to make decisions
and at the same time establish
leadership programs that will further
hone the leadership skills of teachers.
3. There should be appropriate resources –
there should be available support given to the
development of teachers in order for them to
grow professionally.
4. Works structure should allow authentic
collaboration – a more innovative approach to
embedding professional development is
necessary for teachers to able to engage in
more authentic collaboration.
5. Supportive social norms and working
relationships – respecting differences is
important because it signifies an
acknowledgement of varying expertise.
6. There should be indistinct lines that
delineate teaching and leading – empowering
teachers does not mean there will be a shift of
roles between the administrators and the
teachers, however, it would require that both
need to work together in order to lead.
7. The whole school system must be willing
to take risks and should pursue an inquiry
approach in assessing the teaching – learning
process – schools and teachers should be
willing to take risks, to try to innovate and learn
from the process. Schools should assess how
they promote the development of teachers and
see how these will ultimately impact on student
learning (Berry, 2016)
Paving the Way for
Teachers to
Become Leaders
The incredible influence the teachers have on
the teaching learning process makes it important to
have a deliberate and structured approach that paves
the way for the teachers to become leader
The Various Ways for Schools
To Develop Leaders
(Killion, Harrison, Colton,
Bryan, Delahan and Cooke
in 2016)
1. It is imperative to first and foremost have a solid
definition of teacher leadership and the desired
outcomes in order to determine the roles and
responsibilities of teacher leaders.
In the Philippines, most studies reveal that teacher
leadership is always associated with formal leadership
roles. However, various definitions of teachers leader-
ship would prove that leadership roles extend beyond the
formal roles or designation.
 As such, the group consisting of heads, teacher
s, staff, students and other stakeholders needs to
come together and define the concept of teacher
leadership alongside the roles and responsibilities
associated with it. This would enable different
stakeholders, particularly teachers, to share their
experiences, challenges and expectations. It will also
assuage the fears and apprehensions of teachers from
taking on additional responsibilities.
2. It is also necessary to create a work environment that
will support the development of teacher leaders.
A healthy work environment would require a
culture of acceptance and supportive structures. Culture
in the workplace would refer to the beliefs, practices,
norms and values of the people (Killion et.al., 2016)
The study of Alegado in 2018 revealed that the
Philippines still equate leadership with the roles of the
principals.
Since the structure in the country is hierarchical,
it is important to recognize the powerful role of
teachers in effecting change in the educational
system.
In order to have a healthy culture, it is
necessary to have the following: relational trust,
collective responsibility, commitment to
continuous development, recognitions and celebr
ations.
 Oracion (2015) stated in her study that trust and
relationships are important. Trust will exist if teachers
continue to be clear with their goals, consistent and since
re with their intentions. They also need to be competent
enough to handle responsibilities and honest to share
their vulnerabilities.
3. It is vital to cultivate appropriate dispositions for
teacher leadership (Killion et, al., 2016, p. 12).
Based on the previous studies, particularly those
researchers done in the Philippines, teachers were found
not to be too keen on assuming leadership roles whether
formally or informally. Thus, in order to develop
teacher leaders, it is necessary to have a set of
dispositions that all leaders should possess regardless of
functions.
 This includes a passion and commitment for
student learning, should possess a broader perspective,
humble, courageous and willing to take risks, confident
, flexible and possesses enthusiasm for continuous
learning. All teachers have the students’ best interest at
heart. Thus, teacher leaders will support anyone who is
determined to improve the way students learn. They
serve as a major force that can influence anyone into
finding means and ways to improve the teaching
learning process.
 Teacher leaders have the humility to work
with others because they recognize and
acknowledge the expertise of each one. Thus,
teacher leaders do not assume that they know
everything and would willingly work with others.
Teacher leaders value their own professional
development. They continuously find means and
ways to grow
4. It is also important to assess the impact of the
teacher leadership program (Killion et. al, 2016, p. 12.
One way to determine if the program is working is
by evaluating the impact of student leadership on the
following areas: examining the teacher leadership
program which includes the supports provided available
avenues for leadership, schemes and structures, usefulness
and impact of the program on various stakeholders.
 The second area that needs to be assessed is
the performance of the teacher leaders using
identified performance indicators which are
aligned with the function of the leader. A third
area to assess is a personal and collaborative
reflection of one's own practice.
Transitioning into Teacher
Leaders
The provision of structures and deliberate programs
for teacher leadership gives teachers an opportunity to
assume leadership roles. Although these support mechanisms
are important, it is also essential to determine the path that
teachers go through before assuming leadership roles.
The different stages according to Sanocki (2013) are
as follows:
 The first stage of the teacher’s journey toward
transitioning into leadership roles is that they all start
as classroom teachers (Sanocki, 2013, p. 136).
Teachers enter the profession with a mission to tea
ch students. As such, to accept responsibilities which will
not impact students directly is something that does not
appeal to them. In this stage, teaching is their sole focus.
 The second stage is characterized by the teacher’s
own reflection of the journey as he or she experiences
distributed leadership.
The teacher continues to reflect about her journey,
taking into consideration what worked and what needs to
be improved. Through reflection, the teacher begins to as
sess her/his own values and beliefs on leadership
(Sanocki, 2013, p. 137)
 The third stage is described as overcoming fears
on leadership.
This is brought about by constantly reflecting on
one own practices. (Sanocki, 2013, p. 137)
 In the fourth stage, teacher leaders gain confi-
dence in doing their roles as they work with others
while giving utmost respect to the more experienced
and senior teachers and recognizing that they need to
operate within the confines of the hierarchical leader-
ship structure. (Sanocki, 2013, p. 137)
 In the fifth stage, teacher leader continues to per
form her role in improving the community by collabo-
rating and working with various stakeholders to
improve the curriculum, pedagogy, and assessment
and serving as a link between administration and
teachers (Sanocki, 2013, p. 137)
 In the sixth stage, teacher leaders continue to
perform their function as they seek ways on how to
implement positive and essential reforms within the
school. These teachers continue to pursue reforms that
will greatly impact the teaching-learning process.
(Sanocki, 2013, p. 138)
Thank you!
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