According to Kotter’s model

Efficiency of leadership… 
Серия «Педагогика». № 2(78)/2015 
269 
Comparing teachers and leaders we take following aspects as direction, alignment, relationships, per-
sonal quality and outcomes. The direction aspect’s of teacher is that they provide education for students, giv-
ing them instruction what and how learn. Leaders in that aspect are those who guide or somebody whom 
people follow. Alignment aspects for teacher is practical, thoughtful strategy that produce tangible im-
provements in schools and student learning. Leaders need to be concerned with the overall alignment of vi-
sion and culture. This means that they should spend time on defining the values of organization, identifying 
key skills and attributes required for the future. Directing and controlling students activities. For leaders 
helping to others grow, leading others to a better place – even if you have to be last one to help your follow-
ers. Power often comes with leadership, but it’s not what drives real leaders. Relationship aspects of teach-
ers focus on task to teach and educate, leaders relationship aspect focus on inspiring and motivating to be 
high performance follower. Leaders need to be highly influential. both externally and internally. In terms of 
relationship within education management is that teachers spend more time influencing and persuading oth-
ers. Teachers are more concerned with supporting and training their team member on regular basis in order 
to achieve day to day objectives. Personal qualities aspect for teachers are organizational skills (organization 
of lesson), problem solving, telling. Leaders personal qualities are strategic view, open mind; asking; innova-
tion. Real leaders achieve their goals, they finish their work, they consistently overtake expectations. If you 
don’t have any result you aren’t a leader.
In order for teacher leaders to flourish, certain characteristics and conditions must be present. Teacher 
leaders must possess the knowledge and skills needed to lead. In order to be seen as a leader, they must also 
have a set of positive dispositions and attitudes. Finally, there must be opportunities for leadership in the 
school, district or larger context. 
Teachers exercise informal leadership in their schools by sharing their expertise, by volunteering for 
new projects and by bringing new ideas to the school. They also offer such leadership by helping their col-
leagues to carry out their classroom duties, and by assisting in the improvement of classroom practice 
through the engagement of their colleagues in experimentation and the examination of more powerful in-
structional techniques. Teachers attribute leadership qualities, as well, to colleagues who accept responsibil-
ity for their own professional growth, promote the school’s mission and work for the improvement of the 
school or the school system [6;78]. 
Above all attention should be paid to that European countries as UK, France, Spain and Germany and 
the United States have leadership developing programs and research centers. For instance, Teacher Leader 
Model Standards is made by «Teacher Leadership Exploratory Consortium of the USA». They explored dif-
ferent models of teacher leadership and delineated the variety of formal and informal roles exercised by 
teacher leaders. They also examined the role of teaching expertise and effectiveness in regard to teacher 
leadership. Teacher leadership was defined as «the process by which teachers…influence their colleagues, 
principals, and other members of the school community to improve teaching and learning practices with the 
aim of increased student learning and achievement».
Most of the researchers involved in exploring the concept of teachers as leaders agree that it is distinctly 
different from administrative or managerial concepts of leadership. Various studies indicate that effective 
teacher leadership involves a move away from top-down, hierarchical modes of functioning and a move to-
ward shared decision-making, teamwork, and community building [7; 35]. Several models have emerged for 
developing teacher leaders. For example, the National Writing Project (NWP) promotes a leadership model 
of teachers growing professionally by sharing their best practices with peers and with diverse audiences 
at professional conferences, through journal publications, and through the design of teacher workshops and 
institutes. A similar program, IMPACT II, funded by the MetLife Foundation, awards grants for exemplary 
teacher projects and creates networking opportunities. 
The Glossary of Education reform gives definition of teacher–leader and it says: «In schools, the 
term teacher-leader is commonly applied to teachers who have taken on leadership roles and additional pro-
fessional responsibilities. The teacher-leader concept is closely related to voice and shared leadership (the 
distribution of leadership roles and decision-making responsibilities beyond the administrative team in a dis-
trict or school)»
[8
]. Teachers felt being visible in the school was an important dimension of leadership. Ex-
amples of this practice include: presenting information at staff meetings and being a leader in the school not 
just in the department. Specific teaching practices (e.g., having lessons well prepared and being a good 
teacher) often were mentioned. Confronting issues directly, sharing leadership with others, and personal rela-
tionships were the last three dimensions of practices mentioned by the interviewees.

Zh.B.Khadjayeva 
270 
Вестник Карагандинского университета 
A more systematic approach to developing the requisite skills for assuming leadership roles may be 
helpful. Whether or not a teacher takes on a formal leadership position, the acquisition of these skills may 
serve to enhance performance in the classroom. The skills teacher leaders need to be effective in a variety of 
roles can be broken into five main categories. 
These set of skills sets are further defined in the article: 
1. Working with adult learners; 
2. Communication; 
3. Collaboration; 
4. Knowledge of content and pedagogy; 
5. Systems thinking. 
Effective teacher leaders share a set of dispositions and attitudes. They are energetic risk takers whose 
integrity, high efficacy, and content knowledge give them credibility with their colleagues. Their desire to 
work with adults is grounded in their belief that systems-level change will positively impact student learning, 
and that their contributions to the profession are important and needed. The natural curiosity of teacher lead-
ers makes them life–long learners who are open to new experiences and challenges. Juggling many important 
professional and personal roles, they effectively prioritize their work to maintain a sense of balance. Teacher 
leaders often seek like-minded colleagues with similar positive intentions as allies, however they also value 
different ideas and approaches that move the work forward. Difficult challenges require teacher leaders to 
tap into their deep sense of courage, and their unwavering perseverance helps them to follow through. When 
best-laid plans have unexpected outcomes, teacher leaders are open to constructive criticism. They reflect on 
their experience, learn from it, and then with resilience move forward to the next challenge. 
Teacher leaders who successfully work with adult learners build trusting relationships and facilitate pro-
fessional learning environments in order to empower their colleagues. They understand the development and 
interrelationship of teacher knowledge and practice and believe that teacher learning is grounded in student 
learning.
When you think about a leadership role in your work with adult learners, such as teaching colleagues, 
mentoring, coaching or facilating collaborative groups, or a role that you would like assume in the future.
Effective teacher leaders understand that all decisions are made within the context of large system. Each 
decision made affects the system as a whole. Accountability and credibility is shared. If you think about 
goal, plan or project you have completed or want to complete. Think about how the decisions about your 
project affect the systems within your classroom, team, building, district or state. 
Teacher leaders use skills and strategies to work with a variety of people to achieve multiple goals. 
tools such as norm setting and protocols allow leaders to facilitate groups in reaching agreement even while 
working with diverse points of view. Leaders document meetings, access appropriate resources and delegate 
responsibility to help the group move toward solutions. Leaders think about a collaborative leadership role 
such as grade level chair, department head, building, district, state work, association work, professional or-
ganizations or role that one would like to assume in the future.
Teacher leaders use effective communication strategies to build relationships and help working groups 
accomplish tasks. They are expert listeners who use their technical skills to facilitate large and small groups. 
They understand the culture and contributions of group members and honor all perspectives. While thinking
about current leadership role in which communication is key to success.
Teacher leadership is built on the foundation of accomplished teaching teacher leaders initially demon-
strate excellence in instructional contexts and continue to grow as they take on leadership positions in other 
context within the larger system. Content, instruction and assessment expertise is crucial to credible teacher 
leaders. Knowledge of content and pedagogy is developed in formal and informal roles and settings, with the 
expectation that learning in collaboration with colleagues is critical to both developing and reining teacher 
leadership.
Considering the five categories of knowledge, skills and dispositions that teacher leaders need to be ef-
fective in a variety of roles, we can say each category includes a vignette illustrating the dilemmas teacher 
leaders face, as well as reflective questions to prompt thinking and discussion [9; 32–35]. 
Teacher leadership is an idea time of which has come. The unprecedented demands being placed on 
schools. Today require leadership at every level. Yet many schools are still organized as though all the im-
portant decisions are made by administrators and carried out by teachers. 
In the most successful schools, teachers are supported by administrators take initiative to improve 
school wide policies and programs, teaching and learning, and communication. By understanding the phe-

Efficiency of leadership… 
Серия «Педагогика». № 2(78)/2015 
271 
nomenon of teacher leadership and helping teachers develop the skills required to act as leaders, we will im-
prove schools and help teachers realize their full potential. 
The solution to the leadership training problem is to scrap it in favor of development. We shouldn’t 
train leaders, coach them, mentor them, disciple them, and develop them, but please don’t attempt to train 
them. Where training attempts to standardize by blending to a norm and acclimating to the status quo, devel-
opment strives to call out the unique and differentiate by shattering the status quo. Training is something 
leaders dread and will try to avoid, whereas look forward to the development. Development is nuanced, con-
textual, collaborative, fluid, and above all else, actionable. 
The outcomes associated with leadership provide important clues about the basis for leader attributions 
under circumstances in which leadership is experienced long enough to draw inferences from leader effects 
on the organization, not simply on existing leader stereotypes. There have long been teacher leaders in 
schools. They have traditionally accepted positions as department chairs, team and grade leaders, curriculum 
committee chairs, and more. With the advent of school and teacher education restructuring effort, new lead-
ership roles are emerging [10; 122].Whether taking on traditional or emerging roles, a major characteristic of 
teacher leaders is that they often teach full-or part-time and then assume other responsibilities [11; 28–31]. 
An additional characteristic is that they have generally learned the new role just by doing it. 
These circumstances emphasize the urgent need for a deeper study of the problem of leadership devel-
opment in teaching. Quality of education directly affects the level of economic development of society and 
quality of life. Therefore, in the present conditions requirements to the quality of education increased. In par-
ticular, more and more we are oriented to student as a self-developing competitive personality, capable of 
success and leadership in their professional activities. Particular attention in this task is paid to that students
don’t only learn to make their own decisions, but to take responsibility for them. In conclusion, we can say 
that efficiency of developing leadership in teaching is still relevant and can be a subject to further study. Ac-
cording to materials we can say leadership development in teaching is a new way to professional develop-
ment and we need to include it into the educational system of our country. It helps to educate and teach truly 
motivated, goal–seeking high performance leaders.
References 
1 Definition of leadership in 

жүктеу/скачать 4,99 Mb.

Достарыңызбен бөлісу: