Transformational Teacher Leadership in the Rural School Setting
Abstract
This paper aims to explore previously conducted research to determine whether or not classroom teachers who possess transformational leadership skills can improve student academic achievement in a rural small school setting. This review of literature is based on research grounded in theories of transformational leadership, teacher leadership and its findings. Research indicates that teachers who engage in transformational leadership opportunities can create a culture of collaboration by motivating and stimulating teachers, thereby creating methods that enable pedagogy to be delivered in a manner that meets both the individual and collective needs of the students. The findings in this paper are limited to research previously conducted, and have been applied to rural schools in Newfoundland and Labrador whose communities have had their economic base altered as a result of the cod moratorium in the early 1990’s. Further research conducted in rural areas in other Canadian provinces would create more substantial evidence that transformational teacher leadership can increase student academic achievement, regardless of their geographical location. This paper suggests that leaders who wish to engage in transformational leadership must clearly understand how they influence followers and how they can use their influence to motivate others in an organization that strives towards a common vision. Based on the literature reviewed, it is determined that transformational teacher leaders teaching in schools with low student populations can have a positive impact on followers, and thus, improve student success.
Keywords: transformational teacher leadership, rural schools, vision, motivation, collaboration
Paper type: Research
Table of Contents
Cover Page….……………………………………………………………………………… i
Abstract…….. ………………………………………………………………………………ii
Table of Contents...….………………………………………………………….………….. iii
Introduction ………………………………………………………………………………... 4
Definitions.…………………………………………………………………………………. 5
Leadership……….…...……………………………………….……………………………. 5
Transformational Teacher Leadership.…………………………………………………….. 5
Five Dimensions of Transformational Leadership.…………………………………………6
Articulating a Vision ………………………………………………………………. 6
Conducting Good Group Discussions …………………………………………….. 7
Role Models ……………………………………………………………………….. 9
Expectations ...……………………………………………………………………... 10
Individual Support ………………………………………………………………… 11
Transformational Leadership’s Impact on Small Schools.………………………………… 13
Idealized Influence …………………………………………………………………14
Inspiration Motivation.…………………………………………………………….. 15
Intellectual Stimulation …………………………………………………………… 15
Idealized Consideration …………………………………………………………… 16
Transformational Teacher Leadership – Delivering Pedagogy and Academic Success ….. 18
Phase 1: Selecting Areas to be Evaluated ………………………………………… 19
Phase 2: Identifying Specific Evaluation Questions ……………………………… 19
Phase 3: Designing the Evaluation ……………………………………………….. 20
Phase 4: Gathering and Analyzing Data ………………………………………….. 20
Phase 5: Preparing and Presenting the Evaluation Report …………………………21
Discussion and Conclusion ………………...……………………………………………… 22
Dissemination Plan ………………….…………………………………………………….. 24
References ………………………………………………………………………………….25
The demographics of Newfoundland and Labrador have been changing over the past twenty-five years. With the collapse of the cod fishery, smaller rural communities have seen a significant outmigration as individuals and families have sought employment in more urban centres (NL Demographics, 2006). As a result, school enrollment has declined, leaving administrators and teachers to seek creative ways to teach a full curriculum on limited resources. This shift in roles has provided classroom teachers with more opportunities to participate in leadership activities as they seek to deliver their pedagogy. Transformational leadership does impact student learning. To what extent does transformational teacher leadership improve academic achievement in a rural small school setting?
Transformational leadership is not a new concept. For decades educational researchers have been looking for alternative ways of leadership that positively impact teacher motivation and student achievement. Successful leaders recognize leadership, even in small schools cannot be done alone, and thus use their influence to create a team of followers with complementary strengths (Reeves, 2006). As leaders encourage a team approach, they seek to find a balance between using their power to lead and sharing their power to collaborate. It takes a team of motivated supporters to create a learning environment that motivates teachers and challenges students to reach their maximum potential. Being a transformational leader in the classroom requires continually improving and adapting how pedagogy is delivered while confronting complex challenges. Therefore, by thinking creatively, a team of effective transformational teacher leaders can solve difficult problems and affect how students learn.
Leadership
It has been said that “transformational leaders are proactive, raise the awareness levels of followers about collective interests, and help followers achieve unusually high performance outcomes (Hoy & Miskel, 2008, p. 446). To fully understand the role of a transformational leader it is vital to understand what leadership is, and more specifically, how transformational leadership serves the interests of principals, teachers and students. Hoy and Miskel (2008) define leadership as “a process of social influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task” (p. 420). Day (2000) describes leadership as being about “having a vision and articulating, ordering priorities, getting others to go with you, constantly reviewing what you are doing and holding on to the things you value” (p.57). Others have simply defined leadership as the process of organizing a group of people to achieve a common goal. Nevertheless, all these definitions seem to be characterized by the common theme that all stakeholders are working together.
Transformational Teacher Leadership
According to Poutiatine (2009), transformational leadership can be defined as how we “lead the self, individuals, and organization through the process of transformation (p.190). The word transformational suggests change is at the centre of this leadership style, as it seeks to garner support from those it affects. “Leadership is a process that is ultimately concerned with fostering change … [and] implies a process where there is movement – from wherever we are now to some future place or condition that is different” (Austin & Austin, 2000, p.8). This change is not accidental – it is this deliberate change that is inherent to transformational leadership that empowers principals and teachers to share leadership. Whether in or out of the classroom, these leaders go above and beyond their call of duty as they share leadership and empower others to follow their lead.
Five Dimensions of Transformational Leadership
Supportive principals have a profound influence on teachers in their school. Sun and Leithwood (2012) examine several dimensions of transformational leadership practices that enable administrators and teachers to work together as a team and improve student achievement. This paper will examine six aspects of leadership that positively affect teachers’ ability to lead in the classroom: (a) create a vision; (b) encourage good group discussions; (c) construct role models; (d) set expectations; (e) provide individual support and finally (f) generate intellectual stimulation. While “change is dependent on the will and skill of others” (Tomlinson, 2008, p.25), principals delegate and share leadership activities as they seek to create a team of teachers who feel valued for their contribution to school and classroom leadership. A close examination of these six aspects of transformational leadership will paint a clearer picture of how teachers, too, can become leaders, and create change that positively affects student achievement.
Articulating a Vision.
Working as a team, administrators and teachers strive toward a common mission, vision, values and goals (Mattos, 2008). These characteristics of team work provide a solid base for high levels of learning. Transformational leaders bring about major positive changes to organizations because they “offer an exciting image of where the organization is headed and how to get there (Kouzes & Posner, 2011, p.72). A vision is not simply a look into the future, but rather, it describes a path to that which the organization considers an ideal – principals and teacher leaders create a path to greater student success.
The ability to create a vision or long term goal that inspires its followers is not easily achieved. Graham and Ferriter (2012) note that a clear vision starts with, first of all, knowing the subject: “a commitment to student learning, major curricular decisions made collectively and a focus on results” (p.7). Second, by staying on message: regardless of the situation, “sticking to the talking points is essential to creating a vision that others believe in” (p.9) and finally model through action: “simply put, walk the walk”(p.9). Followers are more likely to adopt a model that a leader is willing to walk, rather than just talk. By demonstration, teachers can trust their principal and have confidence in their leadership.
Visionary leaders realize they cannot lead others in a monocratic manner; effective leaders create a vision by gathering information from a variety of sources. In particular, teacher leaders have much to offer the process of creating a vision, as teachers often create, deliver and assess student instruction on a daily basis. This constant contact with students gives them a clear understanding of the individual and collective needs of their students.
Like principals, teachers have a responsibility to see that collective goals of the organization are met. Teacher leaders assume responsibility for their teaching and student learning. Thus they continually make decisions that affect the learning styles and outcomes of students with the goal of creating higher student learning.
Conducting Good Group Discussions.
Leading with integrity is about acknowledging the way power works – gaining access to discussions where day-to-day discussions are made (Harrison, 2011). Principals who share their power enable teachers to develop leadership skills that cultivate an atmosphere of collaboration and teamwork.
Groups that work effectively and produce desirable results usually have an effective leader. Glickman, Gordon, & Ross-Gordon (2010) present two dimensions to an effective group: the task dimension and the people dimension. “The task dimension represents the content and purpose of the meeting” (Glickman, Gordon, and Ross-Gordon, 2010, p.308). With preliminary preparations such as clear meeting places, set time limits and functional agendas, principals, teacher-leaders and teachers can keep discussions focused as they solve complex problems and strive toward a common goal. The second dimension of the group discussion addresses those who participate in the meeting. The person dimension “comprises [of] the interpersonal process and the satisfaction participants derive from working with each other” (Glickman, Gordon, & Ross-Gordon, 2010, p.309). Group participants who are aware of the task at hand and their group dynamics are able to focus on getting the job done with their colleagues.
As teacher leaders seek to facilitate functional group discussions among their colleagues, principals must be willing to share their power. “Principals must establish authentic processes to involve teachers in decision making [so a] shared culture can exist in a school” (Black, 1997; Barth, 1990, as cited by Buffum, 2008, p. 62). Teachers who have the opportunity to provide leadership to their co-workers are able to reinforce their leadership qualities, build trust and promote subordinate commitment, all while keeping conflicts to a minimum. The Vroom Model of shared decision making notes several situations that promote opportunities for teachers to exercise leadership: decisions that are critical; leadership has insufficient information; subordinate can be trusted; the problem is structured; acceptance is needed; the decision is controversial; subordinate commitment is important; there is time; and subordinate development is important. When quick decisions are necessary, the Vroom Model of decision making can be complex. However, in situations where an individual or group consultation is possible, making decisions that allow teachers to exercise leadership skills, the Vroom Model can be a helpful tool.
Role Models.
Cultivating mentors requires leaders to model the behavior they expect of their followers. Kouzes and Posner (2002) note that “by modeling the behaviors they expect of others, [leaders] gain commitment and achieve high standards” (p.14). Modeling can prove to be an influential guide for those who lack experience or confidence in a specific task. Hoy and Miskel (2008) clearly explain why modeling proves itself as an effective form of leadership:
First, it provides knowledge. Watching an expert complete a task conveys effective strategies for managing similar tasks in different situations. Second, people partly judge their capabilities using social comparisons. Seeing or visualizing people similar to oneself successfully perform a task can raise one’s own beliefs about self-efficacy (p.158).
Teachers can learn from their leaders through observation, learning both what not to do and what to do. Through modeling, subordinates learn reliable methods that enable them to carry out the tasks and behaviors that are expected of them.
Subordinates will only be willing to follow their leader if they trust them. Basically, trust is earned over time. “It goes back to the idea of leaders modeling their priority through their behaviors. Teachers learn to trust their leaders when leaders do the things they are asking others to do” (Buffum, 2008, p.55). People recognize their leaders are willing to take the risks and go the extra mile that is being asked of them, and thus feel confident to put their trust in their leaders.
Trust is not only earned, but it develops over time. By definition, trust is the “assured reliance on the character, ability, strength, or truth of someone or something; one in which confidence is placed” (retrieved from http://www.merriam-webster.com/dictionary/trust). A fundamental building block to all relationships, trust is a key component to developing positive relationships and good group discussions among teachers. Barriers to creating trust such as top-down decisions making, inadequate communication, and lack of follow-through can be overcome. “As it goes between teacher and principal, Boyd suggests, so with it go in other relationships in school. If a teacher-principal relationship can be characterized to helpful, supportive, trust, so too will relationships between teachers, students, and parents (as cited by Buffum, 2008, p.57). When colleagues trust each other and their leader, barriers are broken down. Members of the group discussion are able to remain focused and commit to dealing with the task before them.
Expectations.
Transformational leaders inspire followers to perform beyond the expectations of the organization. They are expected to “transcend their own self-interests for [a] higher collective purpose” (Mason, Griffin & Parker, 2014, p.175). Teachers perform to higher levels when they have a clear understanding of what is expected of them.
Follower expectations can be communicated in a variety of ways. Role modeling allows followers to view the experience as the leader displays through their own actions what is expected of those who follow. Expectations can also be communicated through a teacher code of conduct. Teachers are expected to perform to minimum standards (as noted in the NLESD Personel Policy: Recruitment/Selection/Employment/Reassignment of Teachers, p.6). Transformational teacher leaders transcend these expectations. Rather than meet minimum standards of teaching and learning, they strive to create performance that encourages the highest possible level of achievement by teacher. In turn, leaders who have high expectations of their followers produce teachers who expect high performance of their students.
As teacher leaders focus on meeting expectations set before them, reflection on self-efficacy is necessary.
“In the context of transformational leadership, we believe leaders … need high self- efficacy in order to challenge existing ways of doing things, generate confidence in an organizational vision, and behave in a way that is congruent with internal values even when there are strong pressures to do otherwise” (Mason, Griffin & Parker, 2014, 176). Clearly communicated teacher expectations allow teacher leaders to focus on goals that encourage higher teaching and improve student learning.
Individual Support.
Teacher leaders who provide individual support for their colleagues help develop highly functioning team members. Nothing can frustrate a team’s desire more while they work towards a common goal as the illusion of support. Whether the support be technical or emotional, positive results are generated when support is timely, appropriate, and easy to interpret (Graham & Ferriter, 2010).
According to Glickman, Gordon, & Ross-Gordon (2008) direct assistance can be made available to teaching staff through a variety of ways: demonstration teaching; co-teaching; assistance with materials and resources; assistance with student assessment; problem solving and mentoring. Further elaboration of these components of direct assistance provides valuable insight as to how they can be availed of.
Demonstrating Teaching is an opportunity for teacher leaders to be a guest teacher, demonstrating a new teaching modular method for the teacher requesting assistance” (Glickman, Gordon, & Ross-Gordon, 2008, p.298). A junior teacher can observe and analyze the teaching method and interactions between students and the guest teacher, and in turn, adapt the method to their teaching style.
Co- Teaching is a tool that can be used if teacher scheduling permits. A teacher leader and teacher can plan, teach, and evaluate a lesson together. “Co-teaching established trust and rapport and fosters collegiality, dialogue, and mutual reflection that fosters teacher growth (Glickman, Gordon, & Ross-Gordon, 2008, p.298).
Assistance with Resources and Materials is essential. Teachers often limit themselves in their teaching methods because they are unaware or lack expertise. Teachers benefit from individualized, hands-on instruction regarding the effective use of such things as manipulatives and technology (Glickman, Gordon, & Ross-Gordon, 2008).
Assistance with Student Assessment is necessary, especially for junior teachers, who often find themselves second guessing their assessment practices. Assessment is continually evolving as new best practices and technology are introduced. Teachers are often introduced to new assessment tools through professional development as new programs are introduced. Adapting new assessment techniques (such as student portfolios, real-world performances, and intergrative projects) to particular subject areas, grade levels, and students often requires assistance.
Problem Solving is a skill needed by teacher leaders and teachers alike. They are confronted with a variety of professional challenges on a daily, if not hourly, basis. When trust has been established, leaders and subordinates can work through a problem-solving process by: a) identifying the problem; b) generating and weighing alternate actions; c) selecting the most appropriate action; and d) planning on follow-up to assess the results of the chosen action.
Mentoring is generally accepted as a practice involving a teacher who is new to the career and one with many years’ experience. Mentoring often involves any form of direct assistance previously discussed, and creates a trusting relationship that can “make the difference between a successful and a failed entrance to the profession” (Glickman, Gordon, & Ross-Gordon, 2008, p.299).
Individual support can be technical, as well as emotional. Direct assistance addresses the technical, and in a sense, the emotional as well. Teacher leaders who provide direct assistance to others often build trust and strong professional relationships. These connections between one another often allow for chats, feedback, a pat on the back, or a word of encouragement. Teachers build relationships with one another and are able to provide mutual emotional support in a career where teachers are often isolated in their individual classrooms.
Transformational Leadership’s Impact on Small Schools
Transformational teacher leadership calls for greater involvement for teachers in the decision-making process. Teacher leaders do exist within the classroom, but can they also exist outside the classroom? Teacher leaders do exist in large urban schools, where teachers answer to department heads and they, in turn, answer to the principal. However, can teacher leaders exist in small rural schools where staffing is limited, multi-grading is common and students are often few and far between? A closer examination of rural education will set the stage to answer these leading questions.
How the term rural is defined will help determine whether or not transformational teacher leadership is possible in small schools. According to Barter (2008), “literature illustrates the complexity and multifacetedness of rural as a concept” (p.470). This has led to multiple definitions making comparison studies of rural education difficult and confusing at the best of times. To put this research in context, rural refers to “the population living in towns and municipalities outside the commuting zone of larger urban centres, for example, outside the commuting zone of centres with population of 10,000 or more” (Bollman, 2001, p.2) . Unlike larger communities or urban centres, schools in rural areas are often central to the community, creating a shared sense of place for students (Barter, 2008). It is important students experience a sense of place as it helps create and sustain roots, enabling small rural areas to survive an a ever-increasing global society.
Idealized Influence.
According to Hoy and Miskel (2008), idealized influence “builds trust, respect in followers, and forms the basis for accepting radical and fundamental changes” (p.446). Transformation begins by raising stakeholders’ awareness of the needs of the organization. People are more willing to look beyond their self-awareness and help others search for self-fulfillment when they understand the need for change (Kouzes & Posner, 2011). As transformational teacher leaders in smaller schools encourage others to look at the big picture, they are able to focus discussions on what needs to be accomplished, the most efficient ways to achieve those goals, and in turn, conjure up support from other teachers, parents, students, and community leaders for positive change.
Inspiration Motivation.
“Teams motivated by transformational teacher leadership do not settle for second best, but rather talk about the future in an enthusiastic, excited way” (Kouzes & Posner, 2011, p.90). Members of the team are motivated as they see their leader, or role model create visions and clearly communicate to followers that the goals are within their reach. After examining the attributes of inspirational motivation, it can easily be credited to sharing. First, inspirational motivation is a shared example. It is also about leaders showing concern for colleagues with respect to equitable treatment, support development, and professional and personal development, and recognition of good work and their opinions (Jantzi, Leithwood & Steinbach, 1999). Finally, motivational inspirational is about shared decision. Transformational leaders develop goals that reflect a deeper meaning based on beliefs. It is this commitment to these beliefs that motivate teachers to go above and beyond their call of duty to meet the needs of students.
Intellectual Stimulation.
Transformational leaders “challenge their followers to think creatively, design new procedures and programs, and solve difficult problems, foster unlearning and eliminate the fixation on old ways of doing things; and refrain from publically criticizing individual members for mistakes” (Hoy & Miskel, 2008, 477). Being a transformational leader requires “continuous improvement, adaptation, and complex problem solving in the face of complex challenges that keep arising” (Fullen, 2004, p.22). By creating a healthy teaching environment teachers are able to accomplish their goals with little conflict and confrontation with administration or other teachers, and deal with the challenges of teaching together as a group, rather than as individuals. Having a small teaching staff can mean obstacles – if one of three teachers disagree, a team has 33% descent. However, teacher leaders need to be mindful of disgruntled staff members, and continually encourage them to be diligent as they strive towards their common goal.
Intellectual stimulation can also be about risk taking, challenging the ‘norm’ and in turn creating conflict. This can be extremely risky in a school setting where there are low staffing numbers. Leaders and staff will often cling stubbornly to their opinions, values, and beliefs. “To change is frightening and threatening” (Poutiatine, 2009). Too often transformation becomes a fear of the unknown, and if there is no process to re-evaluate, suspend or let go of beliefs that no longer fit in the emerging new worldview, transformation cannot take place (Poutiatine, 2009, p.201). Teachers in small, rural schools often have personal relationships as well as professional relationships to their teaching colleagues and other stake holders in the community – spouses, parents, nieces and nephews. Sometimes trouble arouses from issues and concerns that are not directly related to schooling and education – a leader needs to guard against such conflict creeping into the school. Family disagreements and community squabbles need to be left on the outside of the front entrance, locked out of the decision-making that takes place in and about the school. To be successful, transformational leaders and their followers need to be supportive of one another. By collaborating, administers and teachers help each other transform old practices into new adventures and open doors to exciting new ways to learn.
Idealized Consideration.
It is widely recognized that the transformational teachers need to pay attention to the individual needs of their teaching colleagues. In particular, their needs for professional growth and achievement. (Hoy & Miskel, 2008). Transformational leaders need to use this knowledge to help their followers and colleagues develop successfully higher levels of potential and take responsibility for their own development. Idealized consideration of teacher needs will have a direct impact on teacher performance and student achievement.
Hoy and Miskel (2008) make two proposals to help teachers strive for excellence. First: “creating new teaching opportunities in a supportive climate, recognizing and accepting individual differences in needs and values, , using two-way communication and interacting with others in a personalized fashion are [all] necessary behaviours to accomplish individualized consideration” (p.447). Not only do administrators and teacher leaders need to promote teacher job satisfaction by meeting the individual professional needs of teachers, but teachers, themselves, need to feel that they are having their needs met. Two-way communication between leaders and their teaching staff ensures all the needs of teachers are met. Second, by reflecting and refining current practices and resource development, leaders are able to help subordinates grow professionally (Hoy & Miskel, 2008, 477). Examining past practices can have a positive impact on teacher commitment and the development of a collaborative culture (Leithwood et al, 1999). Examining past practices also allows teachers to compare teaching strategies/learner outcomes and student achievement, and make the necessary changes to improve how students perform.
Individualized consideration must not only be idealized, but also realized. With open communication between leaders and followers, individual consideration will have a direct impact on performance (Dionne, 2004). It will create a positive working and learning environment for both teachers and students. When a leader listens actively and effectively to their followers, the leader is able to help staff members develop and maintain a collaborative, professional school culture, foster teacher development, and help teachers solve problems together more effectively (Stewart, 2006, p.6).
Small, rural schools who strive for a school culture of collaboration understand decision making is no longer the exclusive domain of principals. Creating a shared vision ensures all teachers are working together towards a common goal. It allows staff to be purpose driven and provides a solid foundation on which to establish goals and strategies. In small schools where finances and human resources are often very limited, setting realistic, attainable goals and providing support to staff encourages teachers to help one another as they implement strategies to attain these goals. Administration, with the assistance of teacher leaders needs to be constantly reviewing the goals and strategies to ensure they are continually being worked on. Ensuring time lines are being adhered to and developing lines of open communication can determine if the strategies that have been put in place are adequate to help teachers meet these goals. Finally, administrations and teachers need to look for signs of positive change. When teachers see their individual and collective goals have had a positive impact of student achievement, they have share a sense of accomplishment with all stakeholders: administration, teachers, students, parents and community leaders.
Transformational Teacher Leadership – Delivering Pedagogy and Academic Success
On a high-performing professional learning team all of the teachers on the team feel a sense of accountability for all of the students on the team (Graham & Ferriter, 2011, p.108). Teachers who are results driven work toward a common vision that seeks to deliver pedagogy in a manner that enables students meet their goals. How do we know programs are meeting the needs of students individually and collectively? A number of programming decisions are made as programs are assessed to determine if the results achieved are in line with the school’s vision.
Overall instructional program evaluation differs from specific instructional program evaluation. However, there are many overlapping aspects that can determine if programs, whether specific or overall, are in line with the school’s long and short term goals. Overall instructional program evaluations “evaluate the quality of their instruction with an eye toward comprehensive, school-wide instructional improvement” (Glickman, Gordon, & Ross-Gordon, 2010, p.268). An overall evaluation based on collected data ensures accountability of the current quality of education being delivered. Glickman, Gordon, and Ross-Gordon (2010) propose a five phase program evaluation that, while general, can be individualized to assess unique components of individual schools.
Phase 1: Selecting Areas to be Evaluated
Evaluate broad areas based on the rational that each of these areas is significantly related to the success of the school’s overall instructional program (Glickman, Gordon, & Ross-Gordon, 2010). Transformational teacher leaders play an important role in selecting areas for evaluation. When in the classroom, they build strong professional learning relationships with students, giving teachers knowledge about their learning needs that administrators and other decision-makers may not be privy to.
Phase 2: Identifying Specific Evaluation Questions
This phase begins with large group sessions where areas of evaluation are reviewed. This larger group splits into smaller planning groups, based on the needs and interests of the stakeholders (community members; parents; teachers – all in their respective groups ensuring the concerns of each of the stakeholders are addressed). A Third stage would include all members who, together, vote on the particular aspects of the evaluation they fell will best assess their program. The final stage of creating the evaluation ensures consultants receive the questions, (phase3) and rewrite each question while maintaining its originally, intended meaning (Glickman, Gordon, & Ross-Gordon, 2010). Transformational teacher leaders who help identifying specific evaluation questions act as knowledgeable mediators between the voices of administration and those of the community. Teacher leaders understand the politics and school board requirements that administration must be mindful of, as well as the cultural and community needs of those who represent the local community (ies).
Phase 3: Designing the Evaluation
After identifying sources and methods, consultants, the steering committee, and planning teams collaborating to design the evaluation. This team will select data gathering instruments (tests; classroom observation systems; written surveys; interview guides etc.) and ensure the process runs smoothly (Glickman, Gordon, & Ross-Gordon, 2010). Leaders in the classroom provide knowledgeable resources to those designing the evaluation. Teachers who understand the underlying meaning of the evaluation serve to ensure students of varying cognitive levels, learning styles and learning specialities understand the specific components (meaning of words and questions, for example)of the evaluation. This ensures reliability in results, and in turn, provides avenues of change that will enhance the teacher instruction and student learning.
Phase 4: Gathering and Analyzing Data
Teachers, supervisors, and consultants all assist in gathering data. This team will also work together to analyze the data, as coordinated by supervisors and consultants. As teacher leaders gather information, they get a first-hand glimpse into how student, parents, and other stakeholders feel pedagogy is being delivered. Teachers are able to take this preliminary look at the results and formulate how they can better serve their students.
Phase 5: Preparing and Presenting the Evaluation Report
According to Glickman, Gordon and Ross-Gordon (2010), an evaluation report should address not only each area that was assessed but also the relationship between those areas. This will allow more comprehensive conclusions to be drawn from the results presented. Recommendations for improving the school’s overall instructional program should be directly related to the study’s results and conclusions, and provide recommendations for improvement that target specific areas. Hoy and Miskel (2008) have found all systems of accountability (including program evaluation) call for changes to organizing, teaching and administering schools. Prioritizing improvements needed with provide guidance for stakeholders as they seek to implement positive changes directly related to the evaluation report (Glickman, Gordon, & Ross-Gordon, 2010, p.272).
Effective evaluations empower teachers to build on pre-existing programs and improve how pedagogy is delivered. When teacher leaders are provided with the results, they can interpret and analyze this data to determine whether or not change is needed in order to provide better teaching and learning methods. An evaluation results alone, though, do not create more effective delivery of pedagogy. Teachers who garner support (financial, professional development, curriculum supplements) from administration and teacher leaders are able to increase the overall quality of education based on results representing the needs of students, parents, and community leaders.
Sustaining excellence requires a culture of commitment. Labelling schools, teachers, and students as successful can be a disturbing practice. However, according to Leithwood et al. (1990) “focusing on improving the performance of students, who, with a bit of intensive intervention, can get to proficiency (as cited by Stewart, J. 2006). Administration, teachers and students need to work together to create individual goals that are in line with the school’s vision. By laying solid foundations to relationships, administrators and teacher leaders can facilitate change. Eliciting a positive attitude towards goal achievements motivates teachers to help students, and motivates students to help themselves. When encouraged to be creative and find new approaches, teachers adapt their learning to the individual needs of students, helping each and every one achieve success.
Discussion and Conclusion
Changing demographics in rural Newfoundland and Labrador have created opportunities for classroom teachers to be involved in leadership activities, and in turn, use their leadership skills help build commitment to the school’s vision. Transformational teacher leadership can motivate teachers and create effective change for a positive school culture. “Transformational teacher leaders are in pursuit of three goals: Helping staff members develop and maintain a collaborative, professional school culture; fostering teacher development; and helping teachers solve problems together more effectively” (Leithwood et al, 1999, as cited by Stewart, 2006, p.6). Rural schools with smaller populations can accomplish these goals by a) articulating a strong vision that paves the way for higher student success; b) conducting good group discussions that encourage collaboration and cooperation; c) modelling behaviors that elicit trust and commitment; d) creating the desire to go beyond the organization’s expectations, and finally e) providing individual support for classroom teachers. When combined, these five aspects of transformational leadership build professional relationships that enable teachers to provide the necessary supports for effective teaching and learning.
When given the opportunity, transformational teacher leaders can play a vital role in the decision-making process. Leaders can motivate others to collaborate and find creative solutions to difficult problems and reflect on best practices to deliver pedagogy. Transformation teacher leaders pay attention to the needs of their colleagues and ensure they receive the necessary supports that enable them to attain high levels of success. Leaders who actively listen to their followers help staff members focus on the vision and develop strategies that enable them to meet their collective and individual goals.
Transformational leadership creates a positive learning environment where all stake holders focus to achieve the organization’s goals. Simply put, transformational leadership is leadership that transforms assigning work into teamwork. There is significant evidence to support the claim that teamwork does positively impact student learning. This research paper concludes transformational teacher leadership does improve student academic achievement, and therefore, benefits students in the rural school setting.
Dissemination plan
Each member of the teaching staff currently has a portion of the school website where they can provide access to information related to their teaching and learning. My current dissemination plan is to publish this research paper on my portion of the school webpage. This will enable my paper to be accessed by the general public as well as provide valuable, current information to teachers, administrators, school board directors and Department of Education representatives on the impact transformational teachers who, when given leadership opportunities, can improve student academic achievement and benefits students in the rural school setting.
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Abstract
This paper aims to explore previously conducted research to determine whether or not classroom teachers who possess transformational leadership skills can improve student academic achievement in a rural small school setting. This review of literature is based on research grounded in theories of transformational leadership, teacher leadership and its findings. Research indicates that teachers who engage in transformational leadership opportunities can create a culture of collaboration by motivating and stimulating teachers, thereby creating methods that enable pedagogy to be delivered in a manner that meets both the individual and collective needs of the students. The findings in this paper are limited to research previously conducted, and have been applied to rural schools in Newfoundland and Labrador whose communities have had their economic base altered as a result of the cod moratorium in the early 1990’s. Further research conducted in rural areas in other Canadian provinces would create more substantial evidence that transformational teacher leadership can increase student academic achievement, regardless of their geographical location. This paper suggests that leaders who wish to engage in transformational leadership must clearly understand how they influence followers and how they can use their influence to motivate others in an organization that strives towards a common vision. Based on the literature reviewed, it is determined that transformational teacher leaders teaching in schools with low student populations can have a positive impact on followers, and thus, improve student success.
Keywords: transformational teacher leadership, rural schools, vision, motivation, collaboration
Paper type: Research
Table of Contents
Cover Page….……………………………………………………………………………… i
Abstract…….. ………………………………………………………………………………ii
Table of Contents...….………………………………………………………….………….. iii
Introduction ………………………………………………………………………………... 4
Definitions.…………………………………………………………………………………. 5
Leadership……….…...……………………………………….……………………………. 5
Transformational Teacher Leadership.…………………………………………………….. 5
Five Dimensions of Transformational Leadership.…………………………………………6
Articulating a Vision ………………………………………………………………. 6
Conducting Good Group Discussions …………………………………………….. 7
Role Models ……………………………………………………………………….. 9
Expectations ...……………………………………………………………………... 10
Individual Support ………………………………………………………………… 11
Transformational Leadership’s Impact on Small Schools.………………………………… 13
Idealized Influence …………………………………………………………………14
Inspiration Motivation.…………………………………………………………….. 15
Intellectual Stimulation …………………………………………………………… 15
Idealized Consideration …………………………………………………………… 16
Transformational Teacher Leadership – Delivering Pedagogy and Academic Success ….. 18
Phase 1: Selecting Areas to be Evaluated ………………………………………… 19
Phase 2: Identifying Specific Evaluation Questions ……………………………… 19
Phase 3: Designing the Evaluation ……………………………………………….. 20
Phase 4: Gathering and Analyzing Data ………………………………………….. 20
Phase 5: Preparing and Presenting the Evaluation Report …………………………21
Discussion and Conclusion ………………...……………………………………………… 22
Dissemination Plan ………………….…………………………………………………….. 24
References ………………………………………………………………………………….25
The demographics of Newfoundland and Labrador have been changing over the past twenty-five years. With the collapse of the cod fishery, smaller rural communities have seen a significant outmigration as individuals and families have sought employment in more urban centres (NL Demographics, 2006). As a result, school enrollment has declined, leaving administrators and teachers to seek creative ways to teach a full curriculum on limited resources. This shift in roles has provided classroom teachers with more opportunities to participate in leadership activities as they seek to deliver their pedagogy. Transformational leadership does impact student learning. To what extent does transformational teacher leadership improve academic achievement in a rural small school setting?
Transformational leadership is not a new concept. For decades educational researchers have been looking for alternative ways of leadership that positively impact teacher motivation and student achievement. Successful leaders recognize leadership, even in small schools cannot be done alone, and thus use their influence to create a team of followers with complementary strengths (Reeves, 2006). As leaders encourage a team approach, they seek to find a balance between using their power to lead and sharing their power to collaborate. It takes a team of motivated supporters to create a learning environment that motivates teachers and challenges students to reach their maximum potential. Being a transformational leader in the classroom requires continually improving and adapting how pedagogy is delivered while confronting complex challenges. Therefore, by thinking creatively, a team of effective transformational teacher leaders can solve difficult problems and affect how students learn.
Leadership
It has been said that “transformational leaders are proactive, raise the awareness levels of followers about collective interests, and help followers achieve unusually high performance outcomes (Hoy & Miskel, 2008, p. 446). To fully understand the role of a transformational leader it is vital to understand what leadership is, and more specifically, how transformational leadership serves the interests of principals, teachers and students. Hoy and Miskel (2008) define leadership as “a process of social influence in which one person is able to enlist the aid and support of others in the accomplishment of a common task” (p. 420). Day (2000) describes leadership as being about “having a vision and articulating, ordering priorities, getting others to go with you, constantly reviewing what you are doing and holding on to the things you value” (p.57). Others have simply defined leadership as the process of organizing a group of people to achieve a common goal. Nevertheless, all these definitions seem to be characterized by the common theme that all stakeholders are working together.
Transformational Teacher Leadership
According to Poutiatine (2009), transformational leadership can be defined as how we “lead the self, individuals, and organization through the process of transformation (p.190). The word transformational suggests change is at the centre of this leadership style, as it seeks to garner support from those it affects. “Leadership is a process that is ultimately concerned with fostering change … [and] implies a process where there is movement – from wherever we are now to some future place or condition that is different” (Austin & Austin, 2000, p.8). This change is not accidental – it is this deliberate change that is inherent to transformational leadership that empowers principals and teachers to share leadership. Whether in or out of the classroom, these leaders go above and beyond their call of duty as they share leadership and empower others to follow their lead.
Five Dimensions of Transformational Leadership
Supportive principals have a profound influence on teachers in their school. Sun and Leithwood (2012) examine several dimensions of transformational leadership practices that enable administrators and teachers to work together as a team and improve student achievement. This paper will examine six aspects of leadership that positively affect teachers’ ability to lead in the classroom: (a) create a vision; (b) encourage good group discussions; (c) construct role models; (d) set expectations; (e) provide individual support and finally (f) generate intellectual stimulation. While “change is dependent on the will and skill of others” (Tomlinson, 2008, p.25), principals delegate and share leadership activities as they seek to create a team of teachers who feel valued for their contribution to school and classroom leadership. A close examination of these six aspects of transformational leadership will paint a clearer picture of how teachers, too, can become leaders, and create change that positively affects student achievement.
Articulating a Vision.
Working as a team, administrators and teachers strive toward a common mission, vision, values and goals (Mattos, 2008). These characteristics of team work provide a solid base for high levels of learning. Transformational leaders bring about major positive changes to organizations because they “offer an exciting image of where the organization is headed and how to get there (Kouzes & Posner, 2011, p.72). A vision is not simply a look into the future, but rather, it describes a path to that which the organization considers an ideal – principals and teacher leaders create a path to greater student success.
The ability to create a vision or long term goal that inspires its followers is not easily achieved. Graham and Ferriter (2012) note that a clear vision starts with, first of all, knowing the subject: “a commitment to student learning, major curricular decisions made collectively and a focus on results” (p.7). Second, by staying on message: regardless of the situation, “sticking to the talking points is essential to creating a vision that others believe in” (p.9) and finally model through action: “simply put, walk the walk”(p.9). Followers are more likely to adopt a model that a leader is willing to walk, rather than just talk. By demonstration, teachers can trust their principal and have confidence in their leadership.
Visionary leaders realize they cannot lead others in a monocratic manner; effective leaders create a vision by gathering information from a variety of sources. In particular, teacher leaders have much to offer the process of creating a vision, as teachers often create, deliver and assess student instruction on a daily basis. This constant contact with students gives them a clear understanding of the individual and collective needs of their students.
Like principals, teachers have a responsibility to see that collective goals of the organization are met. Teacher leaders assume responsibility for their teaching and student learning. Thus they continually make decisions that affect the learning styles and outcomes of students with the goal of creating higher student learning.
Conducting Good Group Discussions.
Leading with integrity is about acknowledging the way power works – gaining access to discussions where day-to-day discussions are made (Harrison, 2011). Principals who share their power enable teachers to develop leadership skills that cultivate an atmosphere of collaboration and teamwork.
Groups that work effectively and produce desirable results usually have an effective leader. Glickman, Gordon, & Ross-Gordon (2010) present two dimensions to an effective group: the task dimension and the people dimension. “The task dimension represents the content and purpose of the meeting” (Glickman, Gordon, and Ross-Gordon, 2010, p.308). With preliminary preparations such as clear meeting places, set time limits and functional agendas, principals, teacher-leaders and teachers can keep discussions focused as they solve complex problems and strive toward a common goal. The second dimension of the group discussion addresses those who participate in the meeting. The person dimension “comprises [of] the interpersonal process and the satisfaction participants derive from working with each other” (Glickman, Gordon, & Ross-Gordon, 2010, p.309). Group participants who are aware of the task at hand and their group dynamics are able to focus on getting the job done with their colleagues.
As teacher leaders seek to facilitate functional group discussions among their colleagues, principals must be willing to share their power. “Principals must establish authentic processes to involve teachers in decision making [so a] shared culture can exist in a school” (Black, 1997; Barth, 1990, as cited by Buffum, 2008, p. 62). Teachers who have the opportunity to provide leadership to their co-workers are able to reinforce their leadership qualities, build trust and promote subordinate commitment, all while keeping conflicts to a minimum. The Vroom Model of shared decision making notes several situations that promote opportunities for teachers to exercise leadership: decisions that are critical; leadership has insufficient information; subordinate can be trusted; the problem is structured; acceptance is needed; the decision is controversial; subordinate commitment is important; there is time; and subordinate development is important. When quick decisions are necessary, the Vroom Model of decision making can be complex. However, in situations where an individual or group consultation is possible, making decisions that allow teachers to exercise leadership skills, the Vroom Model can be a helpful tool.
Role Models.
Cultivating mentors requires leaders to model the behavior they expect of their followers. Kouzes and Posner (2002) note that “by modeling the behaviors they expect of others, [leaders] gain commitment and achieve high standards” (p.14). Modeling can prove to be an influential guide for those who lack experience or confidence in a specific task. Hoy and Miskel (2008) clearly explain why modeling proves itself as an effective form of leadership:
First, it provides knowledge. Watching an expert complete a task conveys effective strategies for managing similar tasks in different situations. Second, people partly judge their capabilities using social comparisons. Seeing or visualizing people similar to oneself successfully perform a task can raise one’s own beliefs about self-efficacy (p.158).
Teachers can learn from their leaders through observation, learning both what not to do and what to do. Through modeling, subordinates learn reliable methods that enable them to carry out the tasks and behaviors that are expected of them.
Subordinates will only be willing to follow their leader if they trust them. Basically, trust is earned over time. “It goes back to the idea of leaders modeling their priority through their behaviors. Teachers learn to trust their leaders when leaders do the things they are asking others to do” (Buffum, 2008, p.55). People recognize their leaders are willing to take the risks and go the extra mile that is being asked of them, and thus feel confident to put their trust in their leaders.
Trust is not only earned, but it develops over time. By definition, trust is the “assured reliance on the character, ability, strength, or truth of someone or something; one in which confidence is placed” (retrieved from http://www.merriam-webster.com/dictionary/trust). A fundamental building block to all relationships, trust is a key component to developing positive relationships and good group discussions among teachers. Barriers to creating trust such as top-down decisions making, inadequate communication, and lack of follow-through can be overcome. “As it goes between teacher and principal, Boyd suggests, so with it go in other relationships in school. If a teacher-principal relationship can be characterized to helpful, supportive, trust, so too will relationships between teachers, students, and parents (as cited by Buffum, 2008, p.57). When colleagues trust each other and their leader, barriers are broken down. Members of the group discussion are able to remain focused and commit to dealing with the task before them.
Expectations.
Transformational leaders inspire followers to perform beyond the expectations of the organization. They are expected to “transcend their own self-interests for [a] higher collective purpose” (Mason, Griffin & Parker, 2014, p.175). Teachers perform to higher levels when they have a clear understanding of what is expected of them.
Follower expectations can be communicated in a variety of ways. Role modeling allows followers to view the experience as the leader displays through their own actions what is expected of those who follow. Expectations can also be communicated through a teacher code of conduct. Teachers are expected to perform to minimum standards (as noted in the NLESD Personel Policy: Recruitment/Selection/Employment/Reassignment of Teachers, p.6). Transformational teacher leaders transcend these expectations. Rather than meet minimum standards of teaching and learning, they strive to create performance that encourages the highest possible level of achievement by teacher. In turn, leaders who have high expectations of their followers produce teachers who expect high performance of their students.
As teacher leaders focus on meeting expectations set before them, reflection on self-efficacy is necessary.
“In the context of transformational leadership, we believe leaders … need high self- efficacy in order to challenge existing ways of doing things, generate confidence in an organizational vision, and behave in a way that is congruent with internal values even when there are strong pressures to do otherwise” (Mason, Griffin & Parker, 2014, 176). Clearly communicated teacher expectations allow teacher leaders to focus on goals that encourage higher teaching and improve student learning.
Individual Support.
Teacher leaders who provide individual support for their colleagues help develop highly functioning team members. Nothing can frustrate a team’s desire more while they work towards a common goal as the illusion of support. Whether the support be technical or emotional, positive results are generated when support is timely, appropriate, and easy to interpret (Graham & Ferriter, 2010).
According to Glickman, Gordon, & Ross-Gordon (2008) direct assistance can be made available to teaching staff through a variety of ways: demonstration teaching; co-teaching; assistance with materials and resources; assistance with student assessment; problem solving and mentoring. Further elaboration of these components of direct assistance provides valuable insight as to how they can be availed of.
Demonstrating Teaching is an opportunity for teacher leaders to be a guest teacher, demonstrating a new teaching modular method for the teacher requesting assistance” (Glickman, Gordon, & Ross-Gordon, 2008, p.298). A junior teacher can observe and analyze the teaching method and interactions between students and the guest teacher, and in turn, adapt the method to their teaching style.
Co- Teaching is a tool that can be used if teacher scheduling permits. A teacher leader and teacher can plan, teach, and evaluate a lesson together. “Co-teaching established trust and rapport and fosters collegiality, dialogue, and mutual reflection that fosters teacher growth (Glickman, Gordon, & Ross-Gordon, 2008, p.298).
Assistance with Resources and Materials is essential. Teachers often limit themselves in their teaching methods because they are unaware or lack expertise. Teachers benefit from individualized, hands-on instruction regarding the effective use of such things as manipulatives and technology (Glickman, Gordon, & Ross-Gordon, 2008).
Assistance with Student Assessment is necessary, especially for junior teachers, who often find themselves second guessing their assessment practices. Assessment is continually evolving as new best practices and technology are introduced. Teachers are often introduced to new assessment tools through professional development as new programs are introduced. Adapting new assessment techniques (such as student portfolios, real-world performances, and intergrative projects) to particular subject areas, grade levels, and students often requires assistance.
Problem Solving is a skill needed by teacher leaders and teachers alike. They are confronted with a variety of professional challenges on a daily, if not hourly, basis. When trust has been established, leaders and subordinates can work through a problem-solving process by: a) identifying the problem; b) generating and weighing alternate actions; c) selecting the most appropriate action; and d) planning on follow-up to assess the results of the chosen action.
Mentoring is generally accepted as a practice involving a teacher who is new to the career and one with many years’ experience. Mentoring often involves any form of direct assistance previously discussed, and creates a trusting relationship that can “make the difference between a successful and a failed entrance to the profession” (Glickman, Gordon, & Ross-Gordon, 2008, p.299).
Individual support can be technical, as well as emotional. Direct assistance addresses the technical, and in a sense, the emotional as well. Teacher leaders who provide direct assistance to others often build trust and strong professional relationships. These connections between one another often allow for chats, feedback, a pat on the back, or a word of encouragement. Teachers build relationships with one another and are able to provide mutual emotional support in a career where teachers are often isolated in their individual classrooms.
Transformational Leadership’s Impact on Small Schools
Transformational teacher leadership calls for greater involvement for teachers in the decision-making process. Teacher leaders do exist within the classroom, but can they also exist outside the classroom? Teacher leaders do exist in large urban schools, where teachers answer to department heads and they, in turn, answer to the principal. However, can teacher leaders exist in small rural schools where staffing is limited, multi-grading is common and students are often few and far between? A closer examination of rural education will set the stage to answer these leading questions.
How the term rural is defined will help determine whether or not transformational teacher leadership is possible in small schools. According to Barter (2008), “literature illustrates the complexity and multifacetedness of rural as a concept” (p.470). This has led to multiple definitions making comparison studies of rural education difficult and confusing at the best of times. To put this research in context, rural refers to “the population living in towns and municipalities outside the commuting zone of larger urban centres, for example, outside the commuting zone of centres with population of 10,000 or more” (Bollman, 2001, p.2) . Unlike larger communities or urban centres, schools in rural areas are often central to the community, creating a shared sense of place for students (Barter, 2008). It is important students experience a sense of place as it helps create and sustain roots, enabling small rural areas to survive an a ever-increasing global society.
Idealized Influence.
According to Hoy and Miskel (2008), idealized influence “builds trust, respect in followers, and forms the basis for accepting radical and fundamental changes” (p.446). Transformation begins by raising stakeholders’ awareness of the needs of the organization. People are more willing to look beyond their self-awareness and help others search for self-fulfillment when they understand the need for change (Kouzes & Posner, 2011). As transformational teacher leaders in smaller schools encourage others to look at the big picture, they are able to focus discussions on what needs to be accomplished, the most efficient ways to achieve those goals, and in turn, conjure up support from other teachers, parents, students, and community leaders for positive change.
Inspiration Motivation.
“Teams motivated by transformational teacher leadership do not settle for second best, but rather talk about the future in an enthusiastic, excited way” (Kouzes & Posner, 2011, p.90). Members of the team are motivated as they see their leader, or role model create visions and clearly communicate to followers that the goals are within their reach. After examining the attributes of inspirational motivation, it can easily be credited to sharing. First, inspirational motivation is a shared example. It is also about leaders showing concern for colleagues with respect to equitable treatment, support development, and professional and personal development, and recognition of good work and their opinions (Jantzi, Leithwood & Steinbach, 1999). Finally, motivational inspirational is about shared decision. Transformational leaders develop goals that reflect a deeper meaning based on beliefs. It is this commitment to these beliefs that motivate teachers to go above and beyond their call of duty to meet the needs of students.
Intellectual Stimulation.
Transformational leaders “challenge their followers to think creatively, design new procedures and programs, and solve difficult problems, foster unlearning and eliminate the fixation on old ways of doing things; and refrain from publically criticizing individual members for mistakes” (Hoy & Miskel, 2008, 477). Being a transformational leader requires “continuous improvement, adaptation, and complex problem solving in the face of complex challenges that keep arising” (Fullen, 2004, p.22). By creating a healthy teaching environment teachers are able to accomplish their goals with little conflict and confrontation with administration or other teachers, and deal with the challenges of teaching together as a group, rather than as individuals. Having a small teaching staff can mean obstacles – if one of three teachers disagree, a team has 33% descent. However, teacher leaders need to be mindful of disgruntled staff members, and continually encourage them to be diligent as they strive towards their common goal.
Intellectual stimulation can also be about risk taking, challenging the ‘norm’ and in turn creating conflict. This can be extremely risky in a school setting where there are low staffing numbers. Leaders and staff will often cling stubbornly to their opinions, values, and beliefs. “To change is frightening and threatening” (Poutiatine, 2009). Too often transformation becomes a fear of the unknown, and if there is no process to re-evaluate, suspend or let go of beliefs that no longer fit in the emerging new worldview, transformation cannot take place (Poutiatine, 2009, p.201). Teachers in small, rural schools often have personal relationships as well as professional relationships to their teaching colleagues and other stake holders in the community – spouses, parents, nieces and nephews. Sometimes trouble arouses from issues and concerns that are not directly related to schooling and education – a leader needs to guard against such conflict creeping into the school. Family disagreements and community squabbles need to be left on the outside of the front entrance, locked out of the decision-making that takes place in and about the school. To be successful, transformational leaders and their followers need to be supportive of one another. By collaborating, administers and teachers help each other transform old practices into new adventures and open doors to exciting new ways to learn.
Idealized Consideration.
It is widely recognized that the transformational teachers need to pay attention to the individual needs of their teaching colleagues. In particular, their needs for professional growth and achievement. (Hoy & Miskel, 2008). Transformational leaders need to use this knowledge to help their followers and colleagues develop successfully higher levels of potential and take responsibility for their own development. Idealized consideration of teacher needs will have a direct impact on teacher performance and student achievement.
Hoy and Miskel (2008) make two proposals to help teachers strive for excellence. First: “creating new teaching opportunities in a supportive climate, recognizing and accepting individual differences in needs and values, , using two-way communication and interacting with others in a personalized fashion are [all] necessary behaviours to accomplish individualized consideration” (p.447). Not only do administrators and teacher leaders need to promote teacher job satisfaction by meeting the individual professional needs of teachers, but teachers, themselves, need to feel that they are having their needs met. Two-way communication between leaders and their teaching staff ensures all the needs of teachers are met. Second, by reflecting and refining current practices and resource development, leaders are able to help subordinates grow professionally (Hoy & Miskel, 2008, 477). Examining past practices can have a positive impact on teacher commitment and the development of a collaborative culture (Leithwood et al, 1999). Examining past practices also allows teachers to compare teaching strategies/learner outcomes and student achievement, and make the necessary changes to improve how students perform.
Individualized consideration must not only be idealized, but also realized. With open communication between leaders and followers, individual consideration will have a direct impact on performance (Dionne, 2004). It will create a positive working and learning environment for both teachers and students. When a leader listens actively and effectively to their followers, the leader is able to help staff members develop and maintain a collaborative, professional school culture, foster teacher development, and help teachers solve problems together more effectively (Stewart, 2006, p.6).
Small, rural schools who strive for a school culture of collaboration understand decision making is no longer the exclusive domain of principals. Creating a shared vision ensures all teachers are working together towards a common goal. It allows staff to be purpose driven and provides a solid foundation on which to establish goals and strategies. In small schools where finances and human resources are often very limited, setting realistic, attainable goals and providing support to staff encourages teachers to help one another as they implement strategies to attain these goals. Administration, with the assistance of teacher leaders needs to be constantly reviewing the goals and strategies to ensure they are continually being worked on. Ensuring time lines are being adhered to and developing lines of open communication can determine if the strategies that have been put in place are adequate to help teachers meet these goals. Finally, administrations and teachers need to look for signs of positive change. When teachers see their individual and collective goals have had a positive impact of student achievement, they have share a sense of accomplishment with all stakeholders: administration, teachers, students, parents and community leaders.
Transformational Teacher Leadership – Delivering Pedagogy and Academic Success
On a high-performing professional learning team all of the teachers on the team feel a sense of accountability for all of the students on the team (Graham & Ferriter, 2011, p.108). Teachers who are results driven work toward a common vision that seeks to deliver pedagogy in a manner that enables students meet their goals. How do we know programs are meeting the needs of students individually and collectively? A number of programming decisions are made as programs are assessed to determine if the results achieved are in line with the school’s vision.
Overall instructional program evaluation differs from specific instructional program evaluation. However, there are many overlapping aspects that can determine if programs, whether specific or overall, are in line with the school’s long and short term goals. Overall instructional program evaluations “evaluate the quality of their instruction with an eye toward comprehensive, school-wide instructional improvement” (Glickman, Gordon, & Ross-Gordon, 2010, p.268). An overall evaluation based on collected data ensures accountability of the current quality of education being delivered. Glickman, Gordon, and Ross-Gordon (2010) propose a five phase program evaluation that, while general, can be individualized to assess unique components of individual schools.
Phase 1: Selecting Areas to be Evaluated
Evaluate broad areas based on the rational that each of these areas is significantly related to the success of the school’s overall instructional program (Glickman, Gordon, & Ross-Gordon, 2010). Transformational teacher leaders play an important role in selecting areas for evaluation. When in the classroom, they build strong professional learning relationships with students, giving teachers knowledge about their learning needs that administrators and other decision-makers may not be privy to.
Phase 2: Identifying Specific Evaluation Questions
This phase begins with large group sessions where areas of evaluation are reviewed. This larger group splits into smaller planning groups, based on the needs and interests of the stakeholders (community members; parents; teachers – all in their respective groups ensuring the concerns of each of the stakeholders are addressed). A Third stage would include all members who, together, vote on the particular aspects of the evaluation they fell will best assess their program. The final stage of creating the evaluation ensures consultants receive the questions, (phase3) and rewrite each question while maintaining its originally, intended meaning (Glickman, Gordon, & Ross-Gordon, 2010). Transformational teacher leaders who help identifying specific evaluation questions act as knowledgeable mediators between the voices of administration and those of the community. Teacher leaders understand the politics and school board requirements that administration must be mindful of, as well as the cultural and community needs of those who represent the local community (ies).
Phase 3: Designing the Evaluation
After identifying sources and methods, consultants, the steering committee, and planning teams collaborating to design the evaluation. This team will select data gathering instruments (tests; classroom observation systems; written surveys; interview guides etc.) and ensure the process runs smoothly (Glickman, Gordon, & Ross-Gordon, 2010). Leaders in the classroom provide knowledgeable resources to those designing the evaluation. Teachers who understand the underlying meaning of the evaluation serve to ensure students of varying cognitive levels, learning styles and learning specialities understand the specific components (meaning of words and questions, for example)of the evaluation. This ensures reliability in results, and in turn, provides avenues of change that will enhance the teacher instruction and student learning.
Phase 4: Gathering and Analyzing Data
Teachers, supervisors, and consultants all assist in gathering data. This team will also work together to analyze the data, as coordinated by supervisors and consultants. As teacher leaders gather information, they get a first-hand glimpse into how student, parents, and other stakeholders feel pedagogy is being delivered. Teachers are able to take this preliminary look at the results and formulate how they can better serve their students.
Phase 5: Preparing and Presenting the Evaluation Report
According to Glickman, Gordon and Ross-Gordon (2010), an evaluation report should address not only each area that was assessed but also the relationship between those areas. This will allow more comprehensive conclusions to be drawn from the results presented. Recommendations for improving the school’s overall instructional program should be directly related to the study’s results and conclusions, and provide recommendations for improvement that target specific areas. Hoy and Miskel (2008) have found all systems of accountability (including program evaluation) call for changes to organizing, teaching and administering schools. Prioritizing improvements needed with provide guidance for stakeholders as they seek to implement positive changes directly related to the evaluation report (Glickman, Gordon, & Ross-Gordon, 2010, p.272).
Effective evaluations empower teachers to build on pre-existing programs and improve how pedagogy is delivered. When teacher leaders are provided with the results, they can interpret and analyze this data to determine whether or not change is needed in order to provide better teaching and learning methods. An evaluation results alone, though, do not create more effective delivery of pedagogy. Teachers who garner support (financial, professional development, curriculum supplements) from administration and teacher leaders are able to increase the overall quality of education based on results representing the needs of students, parents, and community leaders.
Sustaining excellence requires a culture of commitment. Labelling schools, teachers, and students as successful can be a disturbing practice. However, according to Leithwood et al. (1990) “focusing on improving the performance of students, who, with a bit of intensive intervention, can get to proficiency (as cited by Stewart, J. 2006). Administration, teachers and students need to work together to create individual goals that are in line with the school’s vision. By laying solid foundations to relationships, administrators and teacher leaders can facilitate change. Eliciting a positive attitude towards goal achievements motivates teachers to help students, and motivates students to help themselves. When encouraged to be creative and find new approaches, teachers adapt their learning to the individual needs of students, helping each and every one achieve success.
Discussion and Conclusion
Changing demographics in rural Newfoundland and Labrador have created opportunities for classroom teachers to be involved in leadership activities, and in turn, use their leadership skills help build commitment to the school’s vision. Transformational teacher leadership can motivate teachers and create effective change for a positive school culture. “Transformational teacher leaders are in pursuit of three goals: Helping staff members develop and maintain a collaborative, professional school culture; fostering teacher development; and helping teachers solve problems together more effectively” (Leithwood et al, 1999, as cited by Stewart, 2006, p.6). Rural schools with smaller populations can accomplish these goals by a) articulating a strong vision that paves the way for higher student success; b) conducting good group discussions that encourage collaboration and cooperation; c) modelling behaviors that elicit trust and commitment; d) creating the desire to go beyond the organization’s expectations, and finally e) providing individual support for classroom teachers. When combined, these five aspects of transformational leadership build professional relationships that enable teachers to provide the necessary supports for effective teaching and learning.
When given the opportunity, transformational teacher leaders can play a vital role in the decision-making process. Leaders can motivate others to collaborate and find creative solutions to difficult problems and reflect on best practices to deliver pedagogy. Transformation teacher leaders pay attention to the needs of their colleagues and ensure they receive the necessary supports that enable them to attain high levels of success. Leaders who actively listen to their followers help staff members focus on the vision and develop strategies that enable them to meet their collective and individual goals.
Transformational leadership creates a positive learning environment where all stake holders focus to achieve the organization’s goals. Simply put, transformational leadership is leadership that transforms assigning work into teamwork. There is significant evidence to support the claim that teamwork does positively impact student learning. This research paper concludes transformational teacher leadership does improve student academic achievement, and therefore, benefits students in the rural school setting.
Dissemination plan
Each member of the teaching staff currently has a portion of the school website where they can provide access to information related to their teaching and learning. My current dissemination plan is to publish this research paper on my portion of the school webpage. This will enable my paper to be accessed by the general public as well as provide valuable, current information to teachers, administrators, school board directors and Department of Education representatives on the impact transformational teachers who, when given leadership opportunities, can improve student academic achievement and benefits students in the rural school setting.
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