Role as a Teacher-Leader or Teacher-Researcher

Option A:
 According to Danielson’s framework (as cited in Phelps, 2008), what are the three
areas of teacher-leaders’ influence? For each area, describe your leadership
capacity. Which area do you see as your strength and why? Which area is your
weakest and why?
More teachers need to function as leaders for school improvement (Phelps, 2008). One of
the essential building blocks for teacher leadership is having a vision. Teachers who are leaders
extend their influence beyond their classrooms. Danielson states that the desire for a teacher to
expand influence beyond their classrooms is of paramount importance to teacher leadership.
Teacher leaders have the ability to change schools. They assume a greater degree of
responsibility and are thus able to function as the school’s conscience. They fulfill a moral
purpose within their schools, and this tends to have a multiplying effect on their levels of
contribution. Danielson provides a framework that is helpful in understanding the influence of
teacher leadership.
The first area of teacher leader’s influence is schoolwide policies and programs (Phelps,
2008). Teacher leaders whose influence is in this area have a professional restlessness in that
they have a desire to give more to the school in addition to normal teacher responsibilities
relating to teaching. When teacher leader acts in this sphere, they find innovative ways to
exercise their leadership skills. They can do this either within a formal structure or through other
initiatives within the school. Teachers can take part in policies and programs within their schools

because they understand the school’s culture and usually stay in a school for long enough to see
the policies they helped make implemented.
I have a great capacity to extend my teacher leader influence in making schoolwide
policies and programs. I have a strong desire to give more than the normal duties of a teacher. By
nature, I take the initiative. I am also a creative person and usually find more creative ways
through which things can be done. As a result, I think that I will feel more invested in my school
and teaching career if I exercise more control over the school policies. By control, I mean feeling
that I am part of a policy because I supported its creation, and I am actively involved in its
implementation. I think that this gives me great autonomy as an educator.
The second area of teacher leader’s influence is teaching and learning. Teacher leadership
in this area implies taking control of student learning (Phelps, 2008). it is about using the best
research-based strategies and practices that work for the kind of students that I have within the
classroom. It is about being a teacher who knows my subject well, understands the curriculum,
and is able to manage the classroom. Also, some schools do not provide a hospitable
environment for teacher leadership. Some administrators may feel threatened that a teacher
leader is over-stepping or acting out of their obligated areas if they are involved in policymaking.
However, this area of teacher leadership is not restricted. Since teachers are prepared to deliver
instruction, they are allowed unrestrained opportunities to demonstrate leadership. Thus, this area
presents a great opportunity for growth and progress to a teacher leader. I think that I have a
great capacity to act as a teacher leader in this area. This is because I demonstrate great
instructional skills as a teacher. After crafting my vision, I now understand my belief system and
what I want to achieve as a teacher. It is not just about being able to deliver instruction but doing
so in a manner that students understand. Also, I think that teacher leadership in this area entails

modeling professional behaviors and qualities such that I influence the academic journey of my
students positively. For instance, by facilitating study groups among students in my classroom, I
will be demonstrating leadership. The leadership goes beyond the time allocated for my lessons
as I oversee what students do within their groups outside the school hours.
The third area of teacher leadership influence is communications and community
relations. One of the suggestions that Danielson offers on how a teacher can extend their
influence in this area is by giving new ideas on how the school can connect more effectively with
parents (Phelps, 2008). Such an area of influence requires teachers to fulfill the role of an
advocate. Leiberman and Miller state that teacher leaders have multiple roles that they can fulfill
within their areas of influence (Phelps, 2008). I think that when teachers act as advocates, they
are acting within the area of influence that requires them to take charge and positively influence
communications and community relations. This area of influence calls teacher leaders to speak
up for what is best for student learning (Phelps, 2008). I can play this role adequately. I am an
outspoken and courageous individual. In a school environment, I can use these traits to frame
and reframe issues related to student learning and welfare. I am then able to communicate these
issues to the relevant authorities, and in this case, it would be the school administrator.
Further, as a teacher, I do not believe that the leadership responsibility rests solely on the
school leadership. On the contrary, I believe that each teacher has the capacity to lead and be of
influence in different spheres within the learning environment. Through adopting the culture of
professional inquiry, a teacher leader is able to enhance their development as leaders in different
areas (Warren, 2015). I also understand that leadership skills that are required for teacher leaders
to function effectively within their spheres are not part of programs that prepare students for

teaching roles. As such, to further enhance my skills as a teacher leader, I will take leadership
courses so that I can have a positive influence in my specific area of leadership.
Overall, among the three areas of influence, I think that I have the greatest capacity to
lead in policies and programs within the school. I possess a sense of efficacy in that I am
committed to creating a school environment that is conducive and inclusive. I know that to create
an inclusive classroom, a school must adopt inclusive policies. Thus, as an educator, I feel I have
a stronger desire to lead and influence policies within the school. Further, I know that teacher
leaders have a vital role to play in making policies and programs in schools. Since teachers are
more in touch with the school environment, the resources available, the students, and even the
classroom environment, therefore, they are better placed to help create effective policies that will
consequently help improve the performances of students and the entire school.

References

Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House, 81(3), 119-122.
doi:10.3200/TCHS.81.3.119-122
Warren, L. L. (2015). The influence of teacher leaders in education policy development. Journal
of Education & Social Policy.