WRITTEN REPORT

in
CHAPTER IV: The
Teacher as a Leader of
Educational Reforms

Castillo, Jandy G.
Conos, Jelian
Nissorada, Rheniel
Obeja, Vea
Tabuyan, Emily Rose
BSEd Mathematics 2A
Chapter IV: The Teacher as a Leader of Educational Reforms

Introduction

The recent reforms in the Philippine 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.

In order for these reforms to take place, it is necessary to have teachers who wil support these
initiatives. Thus, the need for teacher leaders. Teachers play a vital role in ensuring the success of the
implementation of the educational reforms in the country for the following reasons. First, teachers are in
close coordination with the students. They regularly interact with the students and in the performance of
their functions as teachers; they know firsthand how the reforms impact their students. Two, since
teachers are the ones who implement the reforms in the classroom, they are aware of how these
newinitiatives directly influence or affect the way they teach. Last, teachers are also in direct
communication with various stakeholders. They are in close contact with colleagues, parents and the
community. As such, the relationship with these significant groups allows them to see how the new
initiatives in education affect the various stakeholders.

Interest in teacher leadership has been growing because studies reveal that it has a great impact ni
improving schools, student achievement and teacher retention (Berry, 2016; Pankake and Abrego, 2017).

Teacher 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 ni 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 concerns 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 Student Achievement

Teachers who are given the opportunity to make decisions in the classroom are found to have a
lasting effect on improving the performance of their students. This was proven by Richard Ingersoll, a
professor of education and sociology at the University Of Pennsylvania Graduate School Of Education
and the lead author of the research when he and his team conduct a four year study from 2011 to 2015,
which included data from nearly 1million teachers from more than 25,000 schools, ni 61 states. 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 10 percentile higher ni math and
English/language arts on state tests compared with other schools who rank low on teacher leadership
(Will, 2017).

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 a 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 ("Understanding the Importance of Teacher Retention,"
2017). Since seclusion has been identified as a primary reason why teachers leave the profession, it is
imperative that they have someone whom they can discuss and collaborate with in order to help them get
through with challenging issues and concerns (Basich, 2018). fI 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 establishment 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 contributes a lot in making teachers
stay. Teacher leaders do not only provide other teachers with assistance, they also play an important role
in influencing the work environment to change in order to make it ideal for collaboration and growth.

Definition of Teacher Leadership

Teachers play a powerful role ni effecting reforms in the classroom. As such, the leadership roles
of teachers should be studied ni the light of what is needed by schools and students, and how educational
initiatives wil be implemented, sustained and managed.

Teacher Leadership Involves Administrative Functions

Teacher leadership is often equated with administrative functions. Often, teachers who exhibit
leadership qualities are given leadership functions outside the classroom. 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 teacher leaders. According to Tony Bush (2007), leaders
inspire change while managers work on making sure that school operations continue to function
efficiently and effectively. Although, these are distinct concepts, teacher leaders who assume
administrative roles should take on both functions.

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 ni 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 ni 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.

Teacher Leadership Includes Sharing of Best Practices

Teacher leaders are those who are well-experienced, respected, creative, innovative,
knowledgeable, strong propensity for learning, committed, passionate and committed to developing
students. Most important of al, 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 other teachers in the hope of contributing to the professional
development of others.

Teacher Leadership Involves Taking Action

 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 on 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 ni
knowledge.

Teacher Leadership Includes Role-modeling

Teachers who are seen as leaders exhibit exemplary actions that are regarded as a means to guide
students and teachers. These teachers usually exhibit professional dispositions that are worth emulating
and personal traits that would serve as motivation for others to follow. Teachers can become role-models
in the following areas: sharing of resources and instructional expertise with others, specializing ni
curriculum, supporting the classroom, facilitating learning, leading the school, coaching using data,
mentoring, instigating change, and learning (Harrison and Killon, 2007).

An effective teacher leader should be able to accept responsibilities. Through engagement not
only on responsibilities within the classroom, these role-models also accept other responsibilities as well.
This includes heading a committee, becoming a representative of the school or even as simple as
accepting administrative functions. Willingness to accept responsibilities does not only equip teachers
with additional knowledge and skills, it also allows them to discover their strengths as they embark on
different responsibilities, thereby gaining confidence on what they can do as a professional teacher.
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. Agood role model would lead the
discussion on the available data, providing opportunities for others to analyze the data and using these as
a means of improving the teaching-learning process. Effective teachers are always thinking of ways to
improve the teaching-learning process. As a catalyst of change, these teachers are never satisfied with
existing practices and are constantly seeking ways to challenge the system so that improvements wil come
about. Teacher leaders are life-long learners. They never cease to learn. They pursue further studies,
attend classes, join workshops, and gives priority to continuing professional development. These teachers
who are constantly finding means and ways on improving their craft are usually sharing their insights or
reflections with others after making them aware of the new strategies that they have been using in class.
Teachers who are life-long learners inspire others to learn as much as they can to become effective
teachers (Harrison and Kilion, 2007).

Attributes of Teacher Leaders in the Philippines

The concept of 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-motivated, possess positive
outlook, service oriented, responsible and dedicated, have high expectations, humble, and trustworthy.
It is noteworthy to state that in the Philippines, 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 the 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.

Teacher Leadership and Educational Reforms

Champions of Learning

In an attempt to improve the educational system, schools have sought ways ot influence the
curricula or instruction. These reforms are meant to improve the way students learn. The success of these
reforms depends so much on teachers. Teachers play a big part ni ensuring that al reforms or innovations
which usualy emanate from external sources be aligned with existing practices. As such teacher leaders
are more knowledgeable ot know whether or not reforms would work because they are immersed ni the
classroom and they know certain considerations that they need to make ni order for these reforms to take
place. These considerations include class size, nature of the students, resources available and capacity of
teachers ni implementing reforms. There are three leadership practices which teacher leaders do ni order
ot promote student learning. These are setting directions, developing people and redesigning the
organization (Leithwood, Louis, Anderson and Wahlstrom, 2010).

Setting Directions

Directions give teachers a sense of purpose. Articulating the directions of the school provide
teachers with a shared mission. Teachers who are able to guide others ni understanding the direction of
the school will make it easier for the rest to work along 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 si concretized. When directions are clear, teachers can work hand in hand
to make sure that students will benefit much from learning.

Developing People

Oftentimes, reforms entail not only the teachers' willingness to conform or motivation to work
toward the achievement of the goals of the school. It also entails capacity building. Teacher leaders see
the need to develop colleagues as a way of fulfilling the goals of the school. Teacher leaders make sure
that they have the capacity to work toward the vision of the school and provide avenues for others to do
the same. As such, 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 position to
determine the structure that would best benefit the students. Teacher leaders are keen ni determining
which structures would work best ni promoting a culture of collaboration among teachers. Through
building a culture of collaboration, teachers, and administrators wil be able to work well in order to
design the curriculum in a way that students will maximize students' learning and adopt an appropriate
pedagogical approach that will make learning meaningful.

Teacher Leaders as Agents of Innovation

Today's world demands that students acquire knowledge and skills that are relevant to the present
times. As such, schools are pushing innovative reforms in the classroom. Al teachers have the best interest
of their students ni mind. Thus, any form of innovation that wil benefit students should be welcomed by
teachers. However, this is not always the case. 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 ni workshops or other forms of professional development programs is already sufficient ni
making teachers accept the innovations that are being introduced. However, this si not always the case.
For innovations to be practiced, teacher leaders take the initiative to learn more about them, practice these
in the classroom and then share practical experiences 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. Aside from trying out these innovations, teacher leaders also see the value of having a
supportive environment. When teachers share their practices, they need all the support they can get from
colleagues, administrators and students (Butkevika and Zobena, 2017).

Challenges of Teacher Leaders

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. Aside from autonomy, 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 supervisors si 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 on the abovementioned 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.

Promoting Teacher Leadership

In the Philippines, there are several factors that pave way for teachers to become leaders. One, is
the teacher's background and previous experience on leadership. Many . of those who were interviewed in
the study of Oracion in 2015 said that their previous leadership experience back when they were students
themselves paved way for them to assume leadership responsibilities. Two, would have to do with the
competence of the principal. Most of the principals involved in the study have either completed their
doctoral studies or ni the process of completing their doctoral degree. Most of these principals have been
in the service for 3 years. Obtaining these advance degrees and years of experience enabled the principals
to have the competence to be open to suggestions and new ideas, make appropriate decisions and advice
and knowledgeable about the teaching-learning process. The fact that teachers have someone to talk to
and emulate are essential factors that would help teachers assume leadership roles in the sense that they
know that someone is there to support them. Three, the practice of distributed leadership. Although based
on the study, the principals had their own interpretation of distributing their responsibilities, nonetheless,
for most; their responsibilities were shared with others. This includes dissemination of information or
matters that involve decision making. Four, collaboration and consultation also paved way for teachers to
assume leadership roles. Five, the fact that principals defined their role as an influencer paved way for
others to follow the examples of their leaders. Acting as role models, teachers are able to go into the
direction that their leaders want to achieve. They set good standards and values that serve as good
benchmark for teachers to follow. They serve as an inspiration because they know how to transform lives
and this si done by example. Six, the principals are good motivators. By knowing the capacities and
capabilities of the teachers, most of the principals were able to encourage their teachers to develop
themselves, professionally and personally. They were encouraged to pursue further studies, join
competitions and take on responsibilities that are challenging. The teachers know that despite taking on
challenging roles and responsibilities, they are aware that they wil be supported by the principals. Lastly,
most of the principals were focused on instruction. They acted as curriculum heads and they have the
students' best interest when they perform their function as leaders. This certainly paves way for most
teachers to understand that the students should be at the center of the teaching learning process. For most
teachers, this is truly inspirational because almost al teachers believe that they are ni the profession
because of the students. When they see that their principals have the students best interest at heart, this
would lead them to assume roles that would benefit the students.

New Developments in Education

There are three exciting developments happening in the field of education that will pave way for the need
to promote teacher leaders. According to the founder and CEO of the Center of Teaching Quality, Barnett
Berry, the following shifts ni education wil promote the need to develop teacher leaders:

1. New forms of assessments are becoming more accepted and used by educators.
2. Organizational structures are becoming leaner and flatter making it possible for teachers to
collaborate closely as they are provided more autonomy and freedom to engage in decision
making.
3. Teachers have more opportunities to network with other teachers making ti possible to benchmark
and share best practices (Shwartz, 2016).

The new developments require new types of leaders to emerge ni education. However, policy support is
necessary. In order to develop teacher leaders, 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 ni 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 wil
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. Work structures should allow authentic collaboration - a more innovative approach to embedding
professional development si necessary for teachers to be able to engage ni more authentic
collaboration. The aim is for teachers to be given time to work together ni order to share what
they know, and improve teaching through sharing of best practices. Engaging teachers to team-
teach over the same set of students wil provide teachers with enough time to design their lessons
which are appropriate to the learners.
5. Supportive social norms and working relationships - respecting differences is important because it
signifies an acknowledgement of varying expertise. The ultimate role of teachers is to make sure
that more people wil benefit from their expertise. Thus, there should be a policy that wil
necessitate teachers to share their expertise to a majority of people.
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 ni 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 wil ultimately impact on student learning (Berry,
2016).

Paving the Way for Teachers to Become Leaders

The remarkable impact that the teachers have in the teaching-learning process makes it vital to have a
deliberate and systematic approach that will pave the way for the teachers to become leaders. Killion,
Harrison, Colton, Bryan, Delahan and Cooke in 2016 identified the various ways for schools to
develop leaders:
 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 (Killion et. al.,
2016, p. 10).
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 (Kilion et. al., 2016).
3. It si vital ot cultivate appropriate dispositions for teacher leadership (Kilion et. al., 2016, p.12).
4. It is also important to assess the impact of the teacher leadership program (Killion et. al., 2016,
p.12).

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 al
start as classroom teachers (Sanocki, 2013, p. 136). Teachers enter the profession with a mission to teach
students. As such, to accept responsibilities which wil 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 assess 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). nI the fourth stage, teacher
leaders gain confidence ni 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 leadership structure(Sanocki, 2013, p. 137). In the fifth stage, the teacher leader continues to
perform her role ni improving the community by collaborating 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 wil greatly impact the teaching-learning process (Sanocki, 2013, p. 138).
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