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Essay / The importance of teacher leadership skills in improving schools
The broader teacher leadership literature posits the idea that school leadership involves the interaction of all participants working toward a common vision quality learning for all students. This notion is linked to the American Leadership Standards (2008) whose first action point is to “foster a culture of collaboration” in which all staff work together to achieve a common goal. In 2010, Hallinger and Heck undertook a study aimed at understanding the extent to which collaborative school leadership contributes to school improvement. Their results support the idea that “collaborative leadership” (), as opposed to principal leadership alone, can offer a path to school improvement that, in the long term, is more sustainable. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”?Get an original essayIn examining the relationship between the teacher and principal, the literature suggests that a leadership role created in collaboration with those in charge management positions may be more meaningful. This collaborative approach to leadership can be seen as leading to a greater shared sense of responsibility and more meaningful change. This working relationship is essential to the perception that staff adopt leadership roles. If they are not treated sensitively or if senior school management is unable to relinquish control or communicate effectively, this is seen as a barrier to distributing leadership among staff members. Although the current studies do not add much to the understanding of the supportive culture necessary for teacher leadership development, in combination with the study by Smylie et al 2007, they add to the empirical evidence on which the affirmations for a collaborative culture to promote leadership. In Lieberman and Friedrich's (2007) research, they found that teachers, while engaged in collaboration, naturally observe and practice small-scale leadership when they recognize their colleagues' areas of expertise, establish trusting relationships and collectively engage in problem solving and task accomplishment. . () Hams (2007) describes the role of leadership as a process of "collaborative individualism" in which teachers are encouraged to work with others while keeping in mind their own individual skills and qualities to advance their own initiatives and ideas. A closer look at broader studies concurs, noting that the most effective school leaders work well with others and share ideas, creating a sense of trust with colleagues and management. Rhodes and Bundrett (2009) suggest that this collaborative practice, present in everyday teaching, prepares teacher leaders through "personalized, work-based, process-rich experiences" (p) and further suggest that teachers can begin to exert a positive influence. Danielson (2007) was more specific and highlighted these “formal and informal leadership roles” as a way for teachers to exert influence over the operation of their school without going into administration. Both authors agree, however, that learning to function as a leader requires “nothing less than a profound identity shift for contemporary teachers” (Bowman 2004). Learn to collaborate by being part of a group that builds engagement..