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Journal of Educational Change

, Volume 17, Issue 1, pp 85–113 | Cite as

The teacher leadership process: Attempting change within embedded systems

  • Kristy S. Cooper
  • Randi N. Stanulis
  • Susan K. Brondyk
  • Erica R. Hamilton
  • Michael Macaluso
  • Jessica A. Meier
Article
First Online:

Abstract

This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement.

Keywords

Complex systems theory Instructional improvement Organizational change Professional learning communities Teacher leadership 

Abbreviations

PD

Professional development

PLC

Professional learning community

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Notes

Acknowledgments

The authors gratefully acknowledge funding from the Spencer Foundation, which made this research possible.

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Copyright information

© Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  • Kristy S. Cooper
    • 1
  • Randi N. Stanulis
    • 1
  • Susan K. Brondyk
    • 2
  • Erica R. Hamilton
    • 3
  • Michael Macaluso
    • 1
  • Jessica A. Meier
    • 1
  1. 1.Michigan State University College of EducationEast LansingUSA
  2. 2.Hope CollegeHollandUSA
  3. 3.Grand Valley State UniversityGrand RapidsUSA

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