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Introduction
Teacher leadership is the process of a tutor undertaking formal and informal duties within the school instead of only classroom responsibilities to enhance learning for all students and the success of the schools improvement efforts. Cheung et al. (2018) indicated that instructional reforms relied on teacher leaders ability to execute new methodologies and assist coworkers in comprehending how they rhyme with their work knowledge, capabilities, and values. Nevertheless, teacher leadership is ambiguous as it mandates tutors to serve as emergency replacements, undertake quasi-experiment duties, and perform instructional roles, resulting in conflict due to the lack of exercising egalitarian ethos. The advocacy profile offers positive effects and identifies improvement gaps in the curricular and educational areas.
Main Focus Area
A science teacher leader (STL) should embrace a collaboration profile to enhance their skills by mentoring other tutors, designing productive meetings, and participating in professional development. Cheung et al. (2018) showcased that through collaboration, the STL develops a sense of co-ownership, offers instructional support to the classroom teacher in redefining roles, and grows professionally to enhance student learning. When the STLs integrated the collaborating profile and its shared language into their schooling, they started expressing significant ownership over the work.
Considerably, providing resources enables STLs to provide practical science instructions by having adequate teaching materials and feasible lesson plans. Cheung et al. (2018) suggested that all STLs should have extensive knowledge regarding allocating resources for sufficient educational delivery to the students. Modeling is crucial as it enables STLs to adjust to the transitioning landscape of science education and discuss teaching practices with coworkers. However, the most impactful profile that the STLs must focus on is advocating. Cheung et al. (2018) argued that advocating enhances the STL skills compared to the other profiles. Advocacy is the only skill that helps teacher leaders effectively describe curricular and instructional areas requiring improvement contrasted to what they performed successfully.
Conclusion
Teacher leadership is highly ambiguous as it mandates STLS to perform various functions, including quasi-experiment responsibilities, emergency substitutes, and instructional duties, engendering disputes with coworkers due to the lack of practicing egalitarian ethos. Collaboration allows sharing of experiences with colleagues, and providing resources enables the effective delivery of teaching materials and lesson plans while modeling STLs to adapt to the transforming landscape of science education. However, contrasted to other profiles, teacher leaders must concentrate on advocating as it is the most impactful.
Reference
Cheung, R., Reinhardt, T., Stone, E., & Little, J. W. (2018). Defining teacher leadership: A framework. Phi Delta Kappan, 100(3), 38-44. Web.
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