Through the design of a survey and measure validation using exploratory factor analysis (EFA), we aimed to identify and define constructs required for special education teacher leadership that may inform the focus of professional development opportunities. Results of the analysis indicate a four-factor model is best suited for measuring special…

This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs) in high-need, urban schools. The EMSs are a distinctive population as informal teacher leaders, with a primary responsibility of teaching students. Described here are data collected at the end…

This study analysed elementary mathematics specialists' stories of work to examine how these disciplinary-specific teacher leaders engage in their practice. This paper examines the ways in which elementary mathematics specialists conceptualise their leadership roles and the impact of their work on other school stakeholders. Using narrative…

This article draws on the experiences of teachers and teacher educators within the "Bristol Decolonising Network", an informal professional learning network based in South West England, to share examples of teacher-led decolonising/antiracist initiatives. The seven vignettes presented cover a range of subject areas across the English…

Teachers grow from sharing their practice and receiving feedback, yet it can be difficult for teachers to welcome others into their classrooms without feeling judged. Observers need to enter teachers' classrooms projecting respect and value for the challenging work of teaching. In this article, we share an approach to visiting classrooms, called…

Research shows that leadership is crucial for professional learning, often highlighting principals' "or" middle leaders' leading practices. However, in leading, professions with differing roles work together. With a decentring perspective on leadership, we shift the focus from the individual principal or middle leader to joint leading…

Schools are complex and dynamic systems that require innovative leaders who are willing to invest in classroom teachers by giving them opportunities to lead beyond the four walls of the classroom. Because principals play an integral role in the academic achievement of students in their schools, it is incumbent upon principals to invest in teacher…

Building Thinking Classrooms (Liljedahl, 2021) provides teachers with a new method of designing and sequencing tasks called "thin slicing," which emerged from variation theory. The results of the present study indicate that an analysis of the dimensions and ranges of variation within such a task offers insights into learning…

While the demands of teaching continue to escalate, teacher development has changed relatively little over time, leaving many of today's teachers feeling underprepared, overwhelmed, or demoralized with few opportunities to make real change. Teacher leadership holds promise for both addressing challenges within schools and empowering teachers.…

Some secondary school principals are complaining about teachers' reluctance to participate in any activities beyond classroom teaching. To understand this phenomenon, the study attempts to explore the inhibiting factors that hinder teachers in selected secondary schools in the Maseru district from supporting and engaging in teacher leadership (TL)…

This article focuses on an initiative aimed at transforming teachers' professional learning in mainstream schools in Kazakhstan through a particular approach to the provision of support for teacher leadership. It draws on an intervention in four schools in Kazakhstan leading to the launch of a three-year strategy to develop support for teacher…

Purpose: Although English Language Arts (ELA) teachers have historically been expected to take the lead in literacy training, the domain of ELA has yet come to terms with what holds it together as a discipline. Within this conundrum, the author studied one group of ELA teacher leaders who led a professional development (PD) aimed at training…

Educators universally agree that teacher mentoring programs and professional learning are two essential factors in the scope of support for early-career teachers (Smith& Ingersoll, 2004). As schools grapple with the decline of certified teachers exacerbated by the pandemic, it is more important than ever to consider the type and frequency of…

Faculty leaders are part of the shared governance structures and processes, participating in the development of policies and in decision-making that affects many two-year community colleges. In this research study, faculty leadership experiences are described and interpreted during a Guided Pathways reform approach for student success at an urban,…

The rapidly changing landscape of education necessitates that schools build the capacity to swiftly pivot to new modalities, curriculum, and operations models. Much of the onus for positively responding to these changes falls to teacher-leaders. In many schools, teacher leaders are untrained and designated by virtue of their seniority. The authors…