Abstract:

Francine Plotycia, an NBCT in Maryland, reviews this book about what qualities a teacher leader possesses and what school environment is needed for teacher leadership to succeed. The author “seems to compile every rhetorical and idealistic statement bout teachers whose influence extends beyond their assigned job description,” says Plotycia.

Citation: Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: ASCD.

Full Text:

By Charlotte Danielson
2006 (167 pages; paperback)
Association for Supervision and Curriculum Development
ISBN: 978-1-4166-0271-2
$26.95 ($20.95 for members)

Reviewed by Francine Plotycia, NBCT
Harford County (MD) Public Schools

Reading Teacher Leadership That Strengthens Professional Practice,
one becomes instantly engaged reading about the accomplishments
of three teachers who, according to author Charlotte Danielson,
are teacher leaders. Their stories transform the nebulous
term "teacher leader" into the concrete realm. However, as
one reads further, the term "teacher leader" again becomes
imprecise.

"The principal characteristic of teacher leadership," Danielson
writes, "is that it is completely informal. Teacher leaders
don't gain their authority through an assigned role or position;
rather, they earn it through their work with both their students
and their colleagues."

Danielson proposes that a teacher leader is one who energizes, mobilizes,
motivates, recognizes opportunities, develops collaborative
relationships with colleagues, extends one's influence, makes
a significant contribution to de-privatizing practice, emerges
organically, uses evidence and data in decision making, marshals
resources and takes action, sustains the commitment of others,
contributes to a learning organization, and perseveres. Additionally,
a teacher leader is courageous, passionate, committed to student
learning, enthusiastic, optimistic, willing to take risks,
confident, tolerant, creative, flexible, and willing to work
hard.

Danielson proposes that teacher leadership is exhibited in three settings:
within one's team or department; throughout the school; or
beyond the school in the district, state or nation. Furthermore,
the setting must be supportive of teacher leaders to enable
them to develop leadership skills.

A more appropriate title for Danielson's book might be "The
Perfect School." In addition to expounding upon the characteristics
of a teacher leader, Danielson addresses the school culture
that needs to be present for teacher leaders to emerge.

"As educators become more and more convinced of the benefits to
be derived from a school in which teacher leaders thrive,"
she writes in Part III, "it is important to understand how
schools can encourage their development. What are the school
conditions that promote the emergence of teacher leaders,
and what are the specific skills they need in order to do
their work?"

Danielson considers the role of the administrator, student policies,
student culture, staff culture, master schedules, grouping
of students and assignment of teachers, school decision making
and governance, attendance policies, discipline policies,
homework policies, grading policies, student programs and
activities, student leadership, staff programs, recruitment
and hiring, professional development, mentoring, coaching,
teacher evaluation, curriculum, state and district content
standards, student assessment, characteristics of good standards
and practice for educators, communications, and community
relations.

Teacher Leadership That Strengthens Professional Practice does
not offer new insights regarding teacher leadership. Rather,
it seems to compile every rhetorical and idealistic statement
made about teachers whose influence extends beyond their assigned
job description.

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