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1 DRAFT- Please do not cite
What is the Value of Teacher Leadership in School Turnaround?
Jill Harrison Berg, Assistant Professor, UMass Boston; Leadership Coach, Grew Elementary School
Christine Connolly, Principal, Grew Elementary School
Chinelle Andrews, 4th Grade Teacher, Grew Elementary School
Abda Rebecca Lee, ELL Teacher, Grew Elementary School
Kristina Kelleher-Bianchi, Doctoral Candidate, UMass Boston; Lead Teacher, Burke High School
Abstract This case describes the efforts of one urban public elementary school as it worked to
maximize the leadership influence of teachers as a key strategy of the school’s turnaround effort. Presented with a state mandate to demonstrate dramatic academic improvement within three years, this school tapped the power of teachers as leaders. In fact, in this school, every teacher was supported to be a teacher leader, who would “lead within and beyond classroom, identify with and contribute to a community of teacher learners and leaders, and influence others towards improved educational practice,” (Katzenmeyer & Moller, 2001, p. 6).
In this case study, we invite readers to explore the ways in which teachers’ specialized
expertise and perspectives may have added value to the school’s improvement effort. While
initial academic achievement data from the first two years of the school’s turnaround effort are
positive, it is premature to deem the case a success. Yet we use this case to describe teachers’
influences on three intermediary factors that have an impact on student learning: instructional
expertise, school culture, and organizational improvement. Further, we examine the conditions
that facilitated teachers’ abilities to exert influence in these ways. Finally, we invite readers to
consider how school turnaround implementation might have been different without teachers’
voices and leadership, and how school improvement efforts might be transformed in their own
schools.
This draft has been distributed for discussion at the International Teacher Leadership Conference in Miami (March
2017) as the full version is being prepared for publication. Please do not cite. If you have questions or would like to
receive a final copy, please send a request to the corresponding author: Jill Harrison Berg at [email protected].
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What is the Value of Teacher Leadership in School Turnaround?
School and district leaders around the globe are demonstrating an increased sense of
urgency to realize dramatic school improvement (Chapman, 2002; Hassel & Steiner, 2003;
Levin, 2006; Malen & Rice, 2004; Murphy, 2009; Wong & Shen, 2003). Their sense of urgency
stems from a recognition that too many of our schools fall short of preparing all students to
succeed in our 21st century world, as well as the concern that the schools that fall shortest are
frequently those serving students experiencing the most disadvantages. In the United States,
public school leaders are further fueled by high-stakes accountability measures, requiring the
lowest-performing schools to “turn around” within three years under threat of state sanctions,
including possible school closure (NCLB, 2001). In the United States alone in the 2006-07 school
year, almost 11,000 schools were in improvement status under state accountability systems set
up in compliance with No Child Left Behind (Forte, 2010, p. 80). Yet today, a decade later,
education researchers have made little headway in examining the variety of redesign efforts in
turnaround schools in a way that has provided models of effective turnaround plans or offered
sufficient guidance about the contextual conditions that matter for success. Students cannot
wait for education leaders to figure this out through trial and error. Research is needed to help
education leaders’ make smarter decisions as they work to turn around low-performing schools
and increase the potential for all students to have access to the quality education they need
and deserve.
One area that has emerged as a critical factor in school improvement efforts is
expanding leadership capacity. Next to the quality of teaching, school leadership has been
identified to be the most significant school-based influence on student learning (Leithwood,
Seashore, Anderson, & Wahlstrom, 2004). From a distributed perspective, school leadership
extends far beyond those holding formal administrative roles, to include any influences that are
“intended or perceived to be influencing the quality of the school’s core work,” (Spillane, 2006).
Could a school realize dramatic improvement through deliberate efforts to maximize the
intentional ways in which teachers are an influence on the school’s core work?
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Background
Massachusetts Turnaround Supports and Accountability
Within the five-tiered accountability system of the Massachusetts Department of
Elementary and Secondary Education, a school may be determined to be a “Level 4” or
“turnaround” school when it meets two criteria: 1) low academic performance measured by the
Massachusetts Comprehensive Assessment System over a four-year period and 2) insufficient
signs of substantial improvement over that time period (MA Executive Office of Education,
2017). Such schools are required to create and implement a school redesign plan in
collaboration with the ESE and local stakeholders that will foster an accelerated process for
rapid and sustainable improvement within three years.
Once designated with “turnaround” status, schools in Massachusetts are required to
hire a new principal who is allowed, and in fact required, to replace at least half of the teaching
staff. Turnaround principals are given certain budgetary and human capital autonomies
including the ability to select their own
teachers as well as remove them as they see
the need. Turnaround schools in this state are
also given priority in applying for school
improvement grants to fund supports such as
additional instructional time and professional
development. This typically includes an
extended learning day for students and up to
100 extra hours of professional development
for staff throughout the year. Throughout the
three-year turnaround effort, school
improvement progress is monitored via
Measurable Annual Goals (MAGs) for student achievement and attendance. Schools also
receive formative feedback during an annual Monitoring Site Visit (MSV) that is designed to
assess school-level implementation of four practices that are common to Massachusetts
turnaround schools with rapid gains in student achievement. These are: 1. Leadership, shared
responsibility, and professional collaboration; 2. Intentional practices for improving instruction;
3. Student‐specific supports and instruction to all students; and 4. School climate and culture
(Lane, Unger, & Souvanna, 2014).
Grew Elementary School
In the 2013-14 school year, the MA Department of Elementary and Secondary Education
took note of the stagnant achievement patterns at a small elementary school in the Hyde Park
neighborhood of Boston.
Figure 1:
Turnaround Supports in Massachusetts
New principal with hiring autonomy
School improvement grant funds
Extended instructional time for students
Additional professional development time
Increased monitoring and feedback
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In that year, student achievement data from the Grew School showed both low
performance and low growth. When compared to elementary schools statewide, the Grew
school’s growth ranked in the first percentile. While small achievement gains were made in ELA
and Math that year, scores still fell far below state targets, and in Science, scores were showing
a decrease. When state and district-based leadership teams convened to visit the school and
take a closer look, they agreed that there was “inconsistency in high expectations for all
students, a lack of fidelity to implementation of curriculum across all classrooms, and the lack
of a strong professional culture and shared leadership,” (Boston Public Schools, 2014, p. 3). As
a result, in fall of 2014, the Grew Elementary School was one of seven schools in Massachusetts
to be added to the list of Level 4, or “turnaround” schools. The Grew School may be considered
for exit from Level 4 status based on a data review in 2018, giving this community three full
school years to show evidence of dramatic improvement.
To transform the Grew School into a high-achieving and successful school, the
turnaround plan was designed to strengthen and tap teachers’ leadership skills. Teachers were
recruited and selected who were committed to the four GREW Core Values: Growth Mindset,
Rigorous Teaching and Learning, Equity and Engagement, and We are all Leaders. In support of
Table 1: Henry Grew Elementary School Overview of the School, Staff and Students
Henry Grew School Boston Public Schools (BPS) Students and Teachers Grew BPS
Grades offered: K1-5
13 classroom teachers
8 specialist teachers (ESL, Resource Room, Science, Technology, Physical Education, Interventionist)
Open since 1956
Turnaround School (Level 4) Designation began 2015
School hours: 8:15am-3:00pm
Location: Hyde Park in Boston, MA (urban setting with a suburban feel)
Many community partnerships
Birthplace of public education (First public school: 1635)
73% of school-age children living in Boston attend BPS
125 schools in BPS
School assignments are based upon family choice (choices include all schools within a mile of student’s home, plus more to include at least 4 high-quality schools.)
Max class size: 22 in K-2 and 25 in grades 3-5
Students Enrolled in SY15-16 262 56,650
Students of Color 93.9% 85.8%
Students from Economically Disadvantaged backgrounds
62.6% 49%*
Students with Disabilities 5.3% 20%
English Language Learners 16% 29%
Teachers Employed 21 4,573
Teachers of Color 42.9% 38%
Sources: www.bostonpublicschools.org and http://profiles.doe.mass.edu/ *This number, which represents the number of students whose families are known to receive support from federally-funded programs,
is likely an underestimate of the number of students from economically disadvantaged backgrounds. An adjusted estimation system
used in SY16-17 places this number at 70%.
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Figure 2: The Grew Virtues
these core values, the full faculty engaged in leadership development activities throughout
each year. These activities address the knowledge and skills required for shared leadership and
collaboration; leading data inquiry cycles; supporting each other’s instruction; and building and
sustaining a community where high expectations and rigor are deliberately and consistently
supported.
The Grew School is characterized by a culture of teamwork. Every teacher is a member
of one of five school-wide leadership teams as well as a grade-level team. As teachers share
facilitation of these interconnected teams, they are able to support one another and utilize
each other’s differentiated expertise to improve the school as a site for teaching and learning.
At the same time, as they analyze data and open their classrooms, they help one another
strengthen and adjust their practice to improve the quality of teaching and learning. Teachers
at the Grew have the commitment and the capacity-building support to carry out the rigorous
and collaborative efforts needed for rebuilding and sustaining a high achieving school.
Research tells us that teaching quality is the most important school-based influence on
student learning (Goldhaber & Anthony, 2004; Rivkin, Hanushek, & Kane, 2005), and that school
leadership is the second most important influence on student learning (Leithwood, et al., 2004).
In turnaround schools, where the systemic conditions do not yet exist for quality teaching and
student learning, the demands on leadership are great, as systems that ensure all teachers can
teach and all students can learn must be established. But, those demands do not have to land
on a single individual or a team of authoritative leaders. From a distributed perspective,
everyone (and every routine) that exerts influence on the organization’s core work is exerting
leadership. From a turnaround perspective, schools cannot afford to overlook teachers as a
powerfully transformative source of leadership for school improvement.
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Could a school realize dramatic improvement through deliberate efforts to maximize the
intentional ways in which teachers are an influence on the school’s core work? The Grew
School’s turnaround plan was grounded by the theory that it could.
Teacher Leadership as a Resource for School Improvement
While there is limited research linking teacher leadership actions or interactions directly
to student learning outcomes, we do have ample evidence of teachers exerting influence in
ways that help create conditions for effective teaching and learning. Looking across this
literature, teachers have the potential to positively influence their colleagues-- and thus add
significant leadership capacity to their schools-- in three main ways. They help their colleagues
know how to improve teaching and learning (Teacher Expertise), they help their colleagues to
want to improve teaching and learning (School Culture), and they help their colleagues to co-
create a context that effectively supports improved teaching and learning (Organizational
Improvement).
Through the turnaround process, the Grew will develop and institutionalize distributed and shared
leadership. Under the direction of new principal leadership, the Grew will be primed to develop all
teachers to be leaders and facilitators of their own learning. With a staff of only twelve classroom
teachers all faculty will be prepared to share leadership and be accountable for the learning of all
students in the school. All adults will be provided with the professional development opportunities
that will build their team facilitation skills, improve their ability to support one another’s
instructional improvement, and increase their capacity to facilitate data inquiry cycles. The Grew will
offer professional collaboration opportunities to teachers through extended common planning times,
instructional support, teaming, and differentiated professional development based on student and
teacher data. -Grew Elementary Turnaround Plan, p. 3
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Figure 3: Benefits of Teacher Leadership
One common way in which teachers influence their schools’ core work of improvement
is through their impact on colleagues’ expertise. Teachers often do this from the vantage point
of formal roles, for example as mentors (A. Lieberman, 1988) or instructional coaches (Elmore
& Burney, 1997; Hightower, Knapp, Marsh, & McLaughlin, 2002), where they facilitate
instructional change and increase the effectiveness of instructional practice. They might also
influence their colleagues’ expertise deliberately and directly by serving as professional learning
leaders, capable of increasing the both quantity (Carpenter & Sherretz, 2012) and quality of
professional development (Hickey & Harris, 2005; Vernon-Dotson, 2008). But, teacher leaders
do this in more subtle, informal ways as well. Researchers have noted that teachers tend to see
their knowledgeable colleagues as resources for professional learning (Margolis & Deuel, 2009).
Studies have also shown that how teachers talk to one another is associated with
improvements in teaching and learning (Berry, Johnson, & Montgomery, 2005; Hollins,
Mcintyre, DeBose, Hollins, & Towner, 2004; Strahan, 2003). Having one foot in the classroom
may give teacher leaders more credibility and influence for pushing their colleagues’
instructional practice (Mangin & Stoelinga, 2008) and working with colleagues can provide the
boost of confidence and sense of self-efficacy (Katzenmeyer & Moller, 2001; Ovando, 1996)
that teachers need to take risks and improve their professional practice.
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Teacher leaders have also been found to influence school culture in ways that are
conducive to school improvement (Beachum & Dentith, 2004; Brooks, Scribner, & Eferakorho,
2004). Specifically, they can shape attitudes so that teachers are more willing to receive
assistance with instructional practice, support each other with disruptive students or be willing
to embrace change (Katzenmeyer & Moller, 1996, 2001; Lieberman & Miller, 2005).
Researchers have documented ways in which the presence of teacher leadership improves
morale (Frost & Harris, 2003; Smylie, 1994) and teachers’ sense of professionalism (Chesson,
2011), which pays dividends in increased collaboration. In fact, collaboration within
professional learning communities has been found to have a systematic and positive effect on
student learning outcomes (Anderson & Togneri, 2002; Louis & Marks, 1998; M.W. McLaughlin
& Talbert, 2001).
Teachers engage in complex decision-making daily as they steer their own classrooms
on a path of improvement. It turns out, researchers have found that schools that give teachers
a voice in school-wide decision-making see the results in organizational improvement (Griffin,
1995; Little, 1990; Ovando, 1996; Teddlie & Reynolds, 2000). In schools with teacher
leadership, there is improved implementation of new policies and procedures (Griffin, 1995),
which may be due to a greater acceptance of school reform in these settings (Weiss &
Cambone, 1994). Teacher leadership can have an impact on schools as organizations in many
ways (Silins & Mulford, 2002).
What is the value of teacher leadership in school turnaround?
At the Grew Elementary School, a significant investment of time, money and effort has
been made in developing and supporting all teachers as leaders. It is important, then, to
consider whether, how and why teacher leadership may be contributing to the success of the
school’s turnaround efforts. The results can help build theory about the value of teacher
leadership in school turnaround. In addition, the case offers ideas that may be useful to
practitioners implementing related efforts.
For this case study, we collected and analyzed pre-existing data, reports and artifacts
from December 2014 through January 2017 and we observed routine events at the Grew
School throughout the fall and winter of 2016. We coded our data in a shared database and we
wrote analytic memos to summarize emerging themes. We also met frequently throughout the
analysis phase to check understandings and interpretations.
Here we list examples of what teacher leadership looks like at the Grew School and
display the key changes that have been documented thus far in student achievement
outcomes. Then we explore some of the conditions that may have facilitated teachers’ abilities
to have an impact on the school’s improvement through teacher leadership.
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HOW do Teacher Leaders Have an Influence at the Grew?
All teachers at the Grew School serve as leaders in myriad formal and informal ways.
What follows are examples drawn from our data of specific ways in which we saw teachers
exerting an influence that could be expected to lead to school improvement, and thereby,
student learning gains.
Figure 4: Observed Actions and Interactions of Grew School Teacher Leaders
Potential Influences on Teachers’ Expertise
Potential Influences on School Culture
Potential Influences on Organizational Improvement
Engaging in peer observation cycles & providing feedback
Collaborating to design and use rubrics to guide school walkthroughs that provide data to teachers vis-à-vis the school-wide instructional focus
Sharing resources for exploring the Grew Virtues and school-wide instructional practices
Mentoring novice teachers
Collaborative problem-solving around student challenges
Collaborative lesson planning
Collaborative review and interpretation of student data or evaluation of student work
Distributing staff surveys to collect and share assessment and intervention strategies
Teaching each other new technical skills for efficient management and monitoring of student learning
Leading reflective conversations about instructional practice
Designing and facilitating trust-building activities within meetings
Planning and holding assemblies to celebrate and showcase the Grew Virtues
Encouraging one another verbally and with hands-on support when necessary
Stepping into assigned roles and helping each other to carry them out skillfully
Taking risks to offer new suggestions and unsolicited advice
Introducing and sticking to meeting protocols
Holding each other to high expectations for struggling students
Making themselves vulnerable by asking revealing questions; modeling a learning stance
Accepting and showing appreciation for each other’s ideas
Sharing facilitation of school-wide leadership team meetings, including determining meeting topics and prioritizing tasks
Taking responsibility for documenting decisions and plans in ways that will make it easy for others to learn from or repeat the work
Generating and implementing solutions for challenges beyond their own classrooms
Creating GoogleDocs, Sites and other shared tools to make their work more efficient and effective
Designing routines and standards for peer observation cycles, walkthroughs and intervention tracking
Conceiving and implementing new ideas for engaging families and partners in the community
Applying for grants to attract new resources to the school
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Any Grew teacher might be seen engaging in these activities through the formal roles every
teacher holds on a school leadership team, through common planning time structures, or through
informal everyday practice. In these ways, every teacher exerts a positive influence on the core work of
the school. Every teacher exerts leadership every day.
DOES Teacher Leaders’ Influence Have an Impact at the Grew?
The actions and interactions described above are potential influences on school
improvement. What is the evidence that these actions and reactions may have demonstrably
influenced the improvement trajectory of the school? The data to which we had access were
insufficient to draw conclusions about changes in teachers’ expertise, school culture or
organizational improvement within this time period. However, the state’s 2016 Monitoring Site
Visit did make some predictions about the value of these efforts. During this annual two-day
visit, external evaluators contracted by the state were charged with collecting and examining
multiple forms of data, including classroom observations, school artifacts, surveys and
interviews with teachers, families and community partners. They analyzed these data in
context of the state’s four “Turnaround Practices” and provided feedback. Among their
conclusions was the following:
Because of the principal’s commitment to shared teacher leadership, teachers
are actively involved in monitoring school progress, and every teacher is part of a
leadership team and trained in using student data through Teachers21. This
involvement has created a strong sense of shared ownership and accountability
among staff and strong support for sustaining turnaround efforts. (American
Institutes for Research, 2016, p. 6)
Figure 5: Holistic Rating for Each Turnaround Practice Area
Source: AIR, 2016, p. 5
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This Monitoring Site Visit also produced a scorecard, pictured here. The high level of
implementation demonstrated in the Grew’s scores is atypical for a school in the first year of a
turnaround process in Massachusetts. But, ultimately, the bottom line is student learning.
In fact, turnaround efforts appear to be making a difference in student learning, as well.
The Grew School has already begun to see evidence of dramatic improvement on statewide
assessments. Data from 2016 assessments resulted in a Composite Performance Index that
exceeded district averages in every subject, and the school moved from the 1st to the 9th
percentile in the state in one year (Massachusetts Department of Elementary and Secondary
Education, 2017). Meanwhile, interim and benchmark assessments indicate that progress in
SY2016-17 is on this same positive trajectory.
Schools are complex organizations and a variety of seen and unseen factors may have
influenced the identified bump in performance at the Grew Elementary School. Yet, the
school’s improvement model, which provides structures and supports to ensure every member
of the staff is helping to move the school forward, suggests that teacher leadership may have
had something to do with it.
Figure 6: Student Achievement over Four Years
Source: MA Department of Elementary and Secondary Education, School and District Profiles
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WHY Does Teacher Leadership Have an Influence at the Grew?
It is possible for teacher leaders to influence their colleagues and their schools in ways
that will make a significant difference for student learning and achievement outcomes, but
under what conditions will they be willing and able to do so?
In our case, we began with a theory that teachers could be situated and supported to
influence one another’s expertise, school culture and the school’s organizational decision-
making. We found, through examination of multiple data sources, that certain key conditions
may have contributed to teachers’ abilities to be effective influences in those ways.
In the past, researchers have found that many teachers are unwilling to assume
leadership roles, (Keedy, 1999; Ann Lieberman, 1988; Smylie, 1992). When they are, they can
be stymied by lack of principal supports needed, including dedicated time, authority or
willingness to share leadership (Harris & Muijs, 2005; Johnson, 1990; Katzenmeyer & Moller,
1996; Mangin, 2007; McLaughlin & Talbert, 2006; Smylie & Denny, 1990). Finally, even if they
are willing and supported by the principal, they may be held back by their own limited
repertoire of leadership skills (Lieberman & Miller, 1999; Taylor, 2008).
Some key strategies that emerged in our analysis helped us to understand how the
Grew School might have avoided these common pitfalls. They are detailed in the table below.
Figure 7: Three Conditions that Supported Teacher Leadership
Teachers Willing Recruitment and Hiring Teacher recruitment efforts communicate expectations and GREW core values. Then, the interview process is pursued as a two-way interview that allows teachers to determine if the school will be a good match. Growth Mindset Book Club and Whole-Staff PD Growth Mindset, one of our core values, was the focus of deep study during a summer staff book club before turnaround efforts began. During the first year of turnaround, teachers supported one another as they learned what growth mindset means and agreed upon what it should look like for all adults and children at the Grew. Teachers also facilitated a workshop for families on growth mindset. Trust-building activities Trust-building activities embedded in every meeting provide ongoing opportunities to deepen relationships and to feel we can take the necessary risks to work collaboratively. In addition, we establish and maintain norms to guide how we communicate and collaborate as a team.
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Principal Support School-wide Leadership Teams All teachers are strategically matched based on skill set, interest and school role to least one of the five school-wide leadership teams: The Instructional Leadership Team (ILT), the Family and Community Team, the School Site Council, the Student Support Team or the Comprehensive Behavioral Health Model Team. This ensures all teachers have designated time and opportunity to engage in collaborative decision-making regarding the factors that are most important to their collective success. Common Planning Time All teachers have a regularly-scheduled Common Planning Time meeting for 90 minutes each week. Teachers plan and facilitate these meetings, with occasional agenda items coming from the ILT. Thus, teachers have the time and collective autonomy to have their individual professional needs met while also moving forward on school-wide efforts and priorities. GoogleDrive At the Grew School, the principal is not the gatekeeper of information, as in traditional schools. Due to a shared GoogleDrive, teachers have access to all the information, tools and documents they need to make decisions and help move the school forward. In addition, teachers are not just empowered but expected to create documents and tools, such as meeting agendas or shared rubrics, that will be readily accessible to their colleagues. Thus, teachers can lead and influence their colleagues without asking for access and permission.
Leadership Training Summer Leadership Institute The Summer Leadership Institute provides an 4-day opportunity for Grew teachers to strengthen their leadership skills and expand their repertoire of leadership moves. The Summer Institute also ensures teachers deeply understand the school’s redesign plan and have goals and targets set for school-wide teams’ work during the school year. BTLC Courses The Boston Teacher Leadership Certificate (BTLC) courses are graduate-level, 3-credit leadership development courses embedded in teachers’ PD hours. By engaging in this job-embedded, sustained, role-relevant professional learning work as a whole staff, teachers have opportunities to practice and reflect on their leadership skills while also developing common language around leadership. Individual Leadership Coaching A role rotation routine ensures that each member of each team has an opportunity to assume a variety of leadership roles, including meeting facilitation. Before each teacher’s turn facilitating a school-wide leadership team meeting, s/he meets with the leadership coach to plan the agenda, prepare for the meeting and review his/her own personal leadership goals.
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Conclusion
While distributed leadership and the view of teachers as leaders have been recognized
as essential perspectives in educational administration for a long time, there is still a lack of
useable knowledge supporting educational leaders to sort through the many variables that may
determine which of these concepts might lead to better outcomes for students and under what
conditions. While this individual case study takes place in a unique school under state-specific
mandates and does not offer generalizable conclusions, it provides an opportunity for
education leaders everywhere to learn from this school’s attempt to erect structures and
routines that maximize the depth of knowledge and experience among the teaching staff and
tap into this often overlooked source of leadership influence. Too many schools seeking to
close their achievement gaps and demonstrate dramatic academic improvement are each
trying to build knowledge of how to do so on their own. Such schools might instead be able to
build upon theories illustrated in this case about how teacher leadership can be an asset to
school turnaround efforts.
From this case, current and aspiring school and district leaders can expand their thinking
about new ways to engage and support teachers to exert a leadership influence throughout the
school and the important roles they play. Policy makers can consider how the policies and
state-level supports provided help or hinder the creation of schools that are nimble enough to
become learning organizations that have created space for teachers’ voices to improve their
ability to educate all children. Current and future teacher leaders can see one model of how
teachers’ voices might be valued and utilized to help lead an ever-improving school. All
educators, policy makers, and education policy researchers can consider the role of teachers’
unique voice in school redesign and school leadership.
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Case Study Discussion Questions
Impact of teacher leadership
Teachers voices and leadership influenced improvement at the Grew in at least three key ways.
How might school turnaround implementation have been different at the Grew
without teachers’ voices and leadership?
In what ways might teachers’ voices and leadership transform improvement efforts
your own school?
Sustainability of teacher leadership
A range of supports have helped to make school-wide teacher leadership possible and effective
at the Grew.
How will the Grew School sustain these conditions after turnaround supports have
ended?
What would be required to create and sustain these conditions in a school without
turnaround supports?
This draft has been distributed for discussion at the International Teacher Leadership Conference in Miami (March
2017) as the full version is being prepared for publication. If you would like to receive a copy of the complete paper
when available, please send a request to [email protected].
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