What Are the Key Messages and Next Steps for Teacher Leadership?

Abstract

The final chapter affirms  advocacy for teacher leadership and a  concern that conceptions of leadership practices, when limited to describing those in formal positions, fail to acknowledge teacher leadership as a recognised form of leadership. A  return is made to the original purposes of the book, which were to clarify who counts as a teacher leader and to offer a definition encompassing the scope of teacher leadership work and what it would take for schools, education systems, and individuals to value teacher leadership and increase its visibility and appeal. Key messages in response to each of the chapters’ focus questions are presented along with an  extended explanation of teacher leader and teacher leadership to show teacher leadership as interconnected activity aligned to five principles of adult learning. The chapter ends with suggested next steps for leadership learning programs at the education system level, for school-level actions, and for individual teachers as our current and future leaders. It is asserted  that it is more helpful to talk about teacher leadership rather than teacher leader because the improvement of student learning and achievement is work which requires more than one individual’s input. However, at the same time it has been  found difficult to completely dismiss the term “teacher leader” because that would suggest there is no place for individual teachers as teacher leaders. Teacher leadership represents a form of leadership which can embrace individuals as well as groups of teachers. Leadership when it is viewed as collective work sends a message that learning together as professionals helps students and their achievement. This is precisely why it is necessary to  advocate for teacher leadership as a viable form of leadership for and by teachers.