Blazing New Trails - Connexions

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CRITICAL ISSUES IN SCHOOL IMPROVEMENT
Navigating the Politics of Change in a Suburban School District:
A Phenomenological Study
Emily Reichert
Mike Boone
According to historical research on teacher leadership and school improvement
(Smylie & Denny, 1990) and recent studies on teacher leader models and implementation
(Lieberman & Miller, 2005; Mujis & Harris, 2007), there is a lack of appropriate training for
identified teacher leaders that allows them to build and sustain their skills as teacher leaders.
The goal in teacher leadership is to provide consistent opportunities to improve teaching and
learning through professional learning communities (York-Barr & Duke, 2004). Case studies
and other research (Lieberman & Miller, 2005; Muijs & Harris, 2007) identified that teachers
taking on leadership positions require training to be effective in their practice and to
overcome challenges associated with transitioning into a teacher leader role.
School districts across the nation have established teacher leader models and support
systems for these teacher leaders; however, at times, these models are unsuccessful. Barriers
to teacher leadership and challenges in teacher leader models are well documented in
research. Harris (2005) summarized the literature on challenges in teacher leadership by
stating that isolation has been noted as a consistent issue for teacher leaders as they transition
into leadership roles. Cultures of isolation and lack of time, training, and funding often inhibit
the potential success of teacher leaders on school campuses (Drago-Severson, 2007).
Relational factors impact the success of the teacher leader including those of his or her ability
to interpersonally connect with colleagues, to maintain productive relationships with school
leaders, and to provide conflict resolution that may be necessary with teachers or
administration (Harris, 2005). Collaborative skills necessary to carry out the roles and
responsibilities of a teacher leader require training and knowledge of strategies in dealing with
colleagues that may be resistant to the teacher leadership role as a means of assistance
(Lieberman, et al., 2000). The list of negative factors that have the potential to squelch the
effect that a teacher leader can have on a school campus causes barriers that, in some
instances, cause significant issues in creating and supporting a district level teacher leader
model.
As these districts experience the challenges associated with teacher leadership and the
requirements within an effective teacher leader model involving a professional development
component, there comes a need to shift from current practices in a program or model by
evaluating areas for improvement and beginning to act on needed changes. This change
process to impact school improvement is one that district leaders struggle with regardless of
the attempted change being addressed. Research shows that organizational change of any kind
is complex and essentially unique in every situation (Fullan, 1999).
This research study identified issues associated with a fundamental change in the way
elementary school teacher leaders were trained and supported in a suburban school district. In
implementing a new teacher leader preparation program, it was necessary for the researcher to
Emily Reichert, Round Rock Independent School
Mike Boone, Texas State University-San Marcos