Year: 2024
Author: Lawrie Drysdale, David Gurr, Helen Goode, Berni Moreno
Type of paper: Individual Paper
Abstract:
In this paper we will: 1. underscore the importance of the evolving role of middle leaders; 2. outline the current approaches to teacher and middle leadership preparation and development in Australia; and 3. outline four scenarios for the future development and preparation of teacher and middle leaders. This paper summarises key findings from a forthcoming chapter from an edited book by Gurr and Liu (forthecoming)) School Leadership Preparation and Development.
We define teacher leaders are those individuals whose influence extends beyond the classroom and impacts on the whole school community. They may have some positional leadership responsibilities that extend outside the classroom. Middle leaders have significant teaching responsibilities, but also have formal responsibility for specific areas within the school.
The accumulated evidence from research shows teacher and middle leaders are now regarded as critical in advancing school success. They are influential on several fronts: they impact positively on students, teachers and the school; enhance colligability; help establish the conditions that lead to effective teamwork; and focus on leadership as opposed to just management. We outline five areas of support. Within Australia there is a range of formal and informal support packages available through individual schools, educational systems, associations, and various institutions and agencies. Senior leaders play a key support role. A supportive culture and structure are important in providing the right conditions for risking taking and growth. Role clarity is important creating a well-defined and purposeful role. Finally, continuous learning opportunities are required to encourage self- leadership.
We have identified four scenarios for future development.
Continue what is already occurring- more of the same. Preparation will follow current development and best practice professional learning.
Accreditation. Recently standards have emerged as guidelines for capabilities required for the role. This approach would require aspiring and current leaders to demonstrate their skills through some form of accreditation or qualification and past the standards expected for middle leaders.
Talent Management – this is a systemic approach for identifying, selecting, developing and retaining middle leaders.
End-to-end career journey-wholistic approach tha encompasses the entire career span
End-to-end career journey. This is a holistic approach to leadership development that encompasses the entire career span of an educator rather focusing on one stage of leadership- middle leadership. It recognises the progression from teacher to teacher leader and middle leader. This approach is not necessarily linear but allows for unconventional and different pathways.
We define teacher leaders are those individuals whose influence extends beyond the classroom and impacts on the whole school community. They may have some positional leadership responsibilities that extend outside the classroom. Middle leaders have significant teaching responsibilities, but also have formal responsibility for specific areas within the school.
The accumulated evidence from research shows teacher and middle leaders are now regarded as critical in advancing school success. They are influential on several fronts: they impact positively on students, teachers and the school; enhance colligability; help establish the conditions that lead to effective teamwork; and focus on leadership as opposed to just management. We outline five areas of support. Within Australia there is a range of formal and informal support packages available through individual schools, educational systems, associations, and various institutions and agencies. Senior leaders play a key support role. A supportive culture and structure are important in providing the right conditions for risking taking and growth. Role clarity is important creating a well-defined and purposeful role. Finally, continuous learning opportunities are required to encourage self- leadership.
We have identified four scenarios for future development.
Continue what is already occurring- more of the same. Preparation will follow current development and best practice professional learning.
Accreditation. Recently standards have emerged as guidelines for capabilities required for the role. This approach would require aspiring and current leaders to demonstrate their skills through some form of accreditation or qualification and past the standards expected for middle leaders.
Talent Management – this is a systemic approach for identifying, selecting, developing and retaining middle leaders.
End-to-end career journey-wholistic approach tha encompasses the entire career span
End-to-end career journey. This is a holistic approach to leadership development that encompasses the entire career span of an educator rather focusing on one stage of leadership- middle leadership. It recognises the progression from teacher to teacher leader and middle leader. This approach is not necessarily linear but allows for unconventional and different pathways.