Teacher leadership and educational change

Around the world there is the growing recognition that teacher agency and professional influence are critical components in the pursuit of school and system improvement (Harris, Jones, and Huffman 2017; Campbell et al. 2018). The possibility and potential of teacher leadership remains a central issue within the international discourse about educational reform and change. This potential is reflected in a range of contemporary publications that forcefully argue that teachers should play a far more central role in decision making and policy formation. The central proposition is to ‘Flip the System’ (Evers and Kneyber 2015: Netolicky, Andrews, and Paterson 2018; Rycroft-Smith, & Dutaut,2018) so that teachers become the instigators, creators and implementors of educational change.

This argument makes a great deal of sense. Teachers as the co-constructors of educational change and key contributors to policy making is an idea that is long overdue in many education systems. Where teachers are genuinely at the forefront of educational reform and co-constructing change, the net result can be both positive and empowering (e.g. Donaldson 2015). Conversely, where teachers are merely the recipients of top-down change, the passive tools of policy delivery, then the outcomes become far less promising. The vast literature on educational change reinforces, again and again, the centrality of teacher agency, collaboration and leadership as a core influence upon improved learner outcomes (Hargreaves and Ainscow 2015; Harris, Jones, and Huffman 2017; Datnow and Park 2018).

Yet, much policy making still tends to factor out the teacher’s voice, preferring instead to take a steer from international organisations or think tanks that often have cursory knowledge about the contexts where the work of teaching and learning is taking place. While there are some universals about effective teaching that hold true irrespective of setting, culture or situation (Muijs and Reynolds,2017), it is also the case that good teachers are responsive to individual needs, are sensitive to the contexts in which they teach and care deeply about the young people in their charge. Policies are insufficiently fine grained to take account of such contextual variance which is why teachers and their collective professional voice should be a part of any decision making and policy making process.

It has been argued elsewhere, that teachers are our best and most important resource in the pursuit of better outcomes for young people (Mourshed, Chijioke, and Barber 2010). While this is unquestionably the case, the way in which teachers contribute to the change and actively participate in ‘leading the change’ has been shown to be central to the success of any reform effort. Most recently, Donohoo (2018) has suggested that collective efficacy is an important explanation for such success. Collective efficacy is based on the belief that through collective actions educators can influence students’ results and enhance their achievements. In short, when teachers work together on a clear and common set of shared goals, there can be a lasting and significant impact on learner outcomes (Sharratt 2018).

Teacher leadership

Turning to the empirical knowledge base on teacher leadership reveals much scholarly interest in its nature and enactment (York-Barr and Duke 2005). Several reviews and syntheses of the literature have offered critical insights into the nature and outcomes of teacher leadership (e.g. Harris and Muijs 2002; York-Barr and Duke 2005; Harris 2005). The most influential reviews of the literature, to date, concerning teacher leadership are those by York-Barr and Duke (2005) and Wener and Campbell (2017). Both these reviews signal the centrality of teachers influencing the process of school transformation and educational change.

Yet, definitions of teacher leadership can vary quite considerably within the evidence base (Harris and Muijs 2002). As, Cooper et al. (2016, 87) note:

The role of the teacher leader – what it is and how it is defined – is varied, depending on the school context and the research. … Yet, most scholars agree that teacher leadership occurs within and outside classrooms to influence school-wide instructional practice

There seem to be three key dimensions of teacher leadership, supported by the literature that are worth considering in the broader context of educational change. Firstly, the importance of teacher leadership as influence rather than a role or a formal responsibility. Secondly, the idea of teacher leadership as action going beyond their formally assigned classroom roles to share practice and initiate changes. Thirdly, developing pedagogical excellence within their classroom and beyond to influence the practice of others.

The core idea of the teacher leader as the instigator of change at the school and system level has been the focus of much contemporary analysis and discussion (Lieberman, Campbell, and Yashkina 2017; Harris, Jones, and Huffman 2017). Many studies (e.g. Brosky 2011; Collinson 2012; Fairman and Mackenzie 2015; Campbell) underline the importance of teacher leadership as influence and agency. There have been numerous studies that describe and outline the way in which teacher leadership is enacted and supported. All the evidence about teacher leadership suggests that teachers, working purposefully, collectively and collaboratively can influence policy and practice in significant ways.

The teacher learning and leadership Program (TLLP)

A powerful and practical example of the way teacher leadership influences policy and practice can be found in Ontario. Launched in 2007, the Teacher Learning and Leadership Program (TLLP) is a joint initiative developed in partnership between the Ontario Teachers’ Federation (OTF) and the Ontario Ministry of Education (Ministry) to support experienced teachers’ self-directed professional learning, leadership skills and knowledge exchange. In 2012, a research study was undertaken that explored the value of the TLLP for teachers and ascertained the lessons that could be learned (Campbell, Lieberman, and Yashkina 2013). This was followed by a five-year longitudinal study that provided annual reports on the impact and progress of the TLLP (Campbell et al. 2014, 2015, 2016, 2017, 2018; Lieberman, Campbell, and Yashkina 2017) and the longer-term impact and sustainability of the TLLP over time. The findings from the initial TLLP research concluded:

The evidence is clear: these teacher leaders will do amazing things; they will initiate, innovate, implement and share a wide range of projects which can develop collaborative professional learning, improve practice and support student learning; they will experience success in tangible outcomes – such as changes in professional practice for instruction and assessment - and also importantly in the sometimes immeasurable benefits of being empowered, enabled and valued; they will navigate personal, interpersonal and practical challenges as their leadership is tested and grows; they will learn how to collaborate and share to spread knowledge about student learning and sustain improvements in practices; and they will demonstrate the professional, educational and financial value of self-directed, teacher-led innovative and effective practices … 

Our overall conclusion is to continue this outstanding way of leveraging and developing professional learning for experienced teachers’. (Campbell, Lieberman, and Yashkina 2013, 4).

Following a further five years of longitudinal research, the Final Report further endorsed the above conclusion and added:

we have further evidence of the continuous improvement of the TLLP design and implementation by the provincial partners, the benefits and impacts of TLLP projects for teachers, a wider network of adults engaged with the TLLP learning and for students’ engagement and learning … Overall, from reviewing findings from all six years of our research, the evidence is even stronger and clearer about the power and benefits of the TLLP. We conclude again that the TLLP is an outstanding way of leveraging and developing professional learning for experienced teachers. (Campbell et al. 2018, 43–44)

This is unquestionably a potent endorsement of teacher leadership in action with clear evidence, over time, of a positive relationship between teacher leadership and positive educational change. As a model of teacher leadership in practice with evidence of impact, it could be assumed that this work would continue for many, many years to come.

Following a change of government in Ontario in June 2018, on 21st December 2018, the Government notified the OTF that the TLLP contracts in place over the past 12 years would not be renewed in 2018–19. At the current time, no new TLLP projects have been initiated for the coming school year, and the future of the overall TLLP is unclear.

Looking ahead there is much to be learned from TLLP and from other projects just like it. Supporting teachers to be innovative, creative and collaborative can make a lasting difference to learning and learners. Political sands inevitably shift and policy priorities frequently change but what remains constant is the professional will, skill and persistence of teachers. Funding may disappear overnight, political support may wane, policy-makers interest may be sidetracked but the enormous potency of teacher leadership remains, endures and survives.