Lesson 5. Professional articles.

Module: READING III

Topic: Reading and summarizing professional article
Time: 80 minutes
Aim: a) to introduce possible frameworks for making notes while reading
professionalarticle
b) to let students practice summarizing professional article
Anna C. Malarcher: Reading for the Real World 1
Material:
Aids: Charts, laptop with speakers, audio recordings, handouts, video clips, white board

Professional Development in Education

Latest Articles

Teacher leadership and teachers’ learning: actualizing the connection from day one
ABSTRACT

This article offers a review of research and scholarly work about why it matters that new
teachers have early opportunities to engage in leadership activities despite their beginner status.
It builds on a continuing strand of literature grappling with leadership work as an organisational
quality, manifest in activity and practice which need not be restricted to those with formal
leadership roles. If capacity building for leadership is left until later in a teacher’s career, this can
mean those with potential to lead may have already left the profession in search of new
challenges. That early career teacher attrition continues to be a worldwide concern, suggests
more could be done to address this unfortunate trend. This article takes on that challenge through
a deepening of insights about essential on-the-job practice for early career teachers. The
literature is presented through three themes: teachers’ need for learning, teacher leadership as
collective work for improved student learning, and trusting relationships, colleagues’
pedagogical expertise and modelling with coaches and mentors. These themes recognise
teachers’ professional learning as the pathway to leadership influence which can begin on entry
to teaching. The article concludes with questions to be addressed by schools in dialogue with
early career teachers.

KEYWORDS:

 early career teacher

 teacher leadership
 professional learning
 professionalism
Introduction

This article draws upon research and scholarly literature to address why it is important for new
teachers to have early opportunities for leadership work to develop personalised conceptions of
leadership despite their beginner status. Findings from a recent survey of Early Career Teachers
(ECTs) in England (Spencer et al. Citation2018, p. 33) suggest the needs of ECTs are only
partially met by their schools and that ‘long-term, planned and deep approaches to development’
are required. That early career teachers are navigating unpredictability and complexity makes
them particularly vulnerable and at risk of not reaching their potential which may include the
possibility of leadership work without timely job-embedded support from the profession.
Furthermore, when capacity building for leadership is left until later in a teacher’s career, this
can mean that many of those with potential to lead have already left the profession in search of
new challenges away from teaching. That early career teacher attrition has not abated and
continues to be a worldwide concern suggests more could be done to address this unf ortunate
trend. Indeed, a recent study surveying 2444 Australian primary and secondary teachers
(Heffernan et al. Citation2022) confirms this concern by reporting that just 41% of respondents
expressed intentions to remain in the teaching profession. The teaching profession must retain
teachers if it is to avoid later shortages in the supply of positional leaders. This means intentional
work with early career teachers to keep them engaged and committed to the profession as
learners, looking for new challenges, of which teacher leadership is one possibility. This article
addresses this challenge through a deepening of insights about essential on-the-job practice for
ECTs, work which is deemed urgent. My purpose, therefore, is to establish ways to connect
teachers’ professional learning and the development of their pedagogical capacity as they engage
simultaneously in leadership activities with colleagues from day 1 in the profession. Here
Timperley (Citation2011a) advocates for teachers having sensemaking opportunities with
colleagues, referred to as a teacher inquiry and knowledge-building cycle. It is through exposure
to a structured approach about what makes a difference to students’ learning that ECTs gain the
confidence to contribute to the learning of their colleagues, which is an early indicator of
leadership activity. Interest in how collegial conversations can develop knowledge of, about and
for practice was also reported by Kvam (Citation2023) in a Norwegian study with participants
ranging from 2 to 33 years of teaching experience. Semi-structured interviews captured the
knowledge processes and knowledge development from collegial conversations. The article
ended with a call for further research about ‘how collective knowledge processes as an integral
part of teachers’ everyday work can interact with knowledge processes as an aspect of guided
development measures’ (p.438). This call prompts teachers to see each other as sources of
expertise, support and influence and for the conditions for such learning to be a priority for their
schools.

My review builds on the repeated pleas from Katzenmeyer and Moller

(Citation2001, Citation2009) to awaken the sleeping giant of teacher leadership and an earlier
study and literature review (Lovett Citation2018), the outcomes of which were four
interconnecting activities to understand the emergence and development of teacher leadership.
Now in this article, I take three of those activities, expressed now as literature themes, in order to
progress what is critical in making the connections between professional learning and teacher
leadership.

The interconnection with colleagues means insights about practice and therefore influence need
not be contingent on those appointed to formal roles. This is why an alternative conception of
leadership as an activity or practice offers ready access to all teachers rather than waiting for a
limited number of formal roles and the notion that leadership work is only possible for those
with a named position.

Leadership as activity

The view that leadership can be expressed as activity or practice has already gained helpful
conceptual and theoretical justifications in the literature (Crevani et al. Citation2010, Endrissat
and von Arx Citation2013, Raelin Citation2016). This action-oriented view offers a way to
recognise leadership work as a social activity (connecting members of the profession through
dialogue around matters of student learning, often expressed as the moral purpose of schooling)
requiring collective input and agency rather than being restricted to work undertaken by
individuals, typically positional leaders (MacBeath et al. Citation2018). That leadership work
occurs in the flow of practice, a phrase adopted by Simpson (Citation2016), is to emphasise
trans-action signifying action that is ongoing, coordinated, mutual and unfolding through
collegial dialogue. It is this kind of collective work with a learning and leading focus that holds
the potential to connect early career teachers with their professional colleagues, knowing their
input and influence will be valued and nurtured from the outset.

The article begins by justifying the urgency for ECTs’ learning as essential from the first day of
appointment. This is followed by discussing three literature-based themes highlighting what
research studies deem necessary for teacher leadership to emerge. In essence, the article is about
making visible, the actions required to establish the synchronicity between professional learning
and teacher leadership. The article concludes with three sets of questions, responses to which,
actualise those connections.

Why concentrate on ECTs?

A decision to frame this article around teachers new to the profession is quite deliberate as it is
many of these teachers who have the potential to be the positional leaders of tomorrow. Indeed,
King et al. (Citation2019) suggest that rather than having new teachers wait for a period of time
before they can embark on leadership work, there is merit in supporting their nascent influence
from the outset. This challenges the view that one must be a teacher first before moving into
leadership work. It suggests that teaching and leading can be concurrent activities. King et al.
have shown that leadership learning for inclusion can begin in initial teacher education
programmes when a transformative approach combines growth as a teacher, leader and
researcher simultaneously (Poekert et al. Citation2016).

A focus on ECTs emanates from a sense of disquiet that the profession is not doing enough to
support, encourage and retain early career teachers (Johnson Citation2004, Harrison Berg et
al. Citation2005, Gallant and Riley Citation2014, Cameron and Lovett Citation2015). Needless
to say, despite adopting a narrow illustrative focus on early career teachers, the professional
learning needs of teachers in general are not dismissed. Efforts to grow the pool of future leaders
must be inclusive of all teachers as stipulated in documents such as New Zealand’s Education
Council (Citation2018) Leadership Strategy. Elsewhere, the development of a coherent strategy
to build leadership capacity has been a national priority, as is evident in Scotland. Contributors to
the Scottish development (Hamilton et al. Citation2018), have explored leadership development,
particularly how system and individual needs can be balanced in career-long leadership
development. An explicit focus on the front-end of the profession serves as a reminder that the
work to build tomorrow’s leaders begins on day 1 and is a plea not to overlook these teachers
just because they are beginning their professional journeys.

The issue of ECT attrition is readily evident across continents. Figures show 40–50% of new
teachers leave the profession in the first 5 years. This diaspora has been described both as an
intractable problem (Gallant and Riley Citation2014) and a danger zone for the profession
(Harrison Berg et al. Citation2005). The matter is one I consider now relies largely on individual
schools to resolve because they are the closest points to the profession’s newest recruits. Each
workplace needs to accept its responsibility to address professional attrition, by embracing
leadership induction actions from each new recruit’s first day in the profession.
Research studies about the working conditions that enable new teachers to thrive have revealed
that schools vary in the extent to which they offer support to novitiates. The Next Generation of
Teachers Project (Johnson Citation2004) is an oft-cited study that has highlighted the school-
level factors able to enthuse and retain teachers, or conversely, stifle, ignore or disillusion them.

A decade later, a study by Gallant and Riley (Citation2014) explored reasons why large numbers
of new teachers were still leaving teaching early. These authors found that while new teachers
had entered the profession feeling optimistic, their optimism had waned over time. Early
experiences were characterised by arrested development, followed by feelings of disillusionment
and finally decisions to quit. In practical terms, arrested development may be sheeted home to
experienced members of the profession failing to attend to the learning needs of ECTs as a
priority.

The Teachers of Promise Study (TOPs) (2005–2011) from New Zealand offers further evidence
in a longitudinal study which has contributed to knowledge about ECTs’ job satisfactions and
aspirations. Findings revealed three categories of teachers: those realising their potential, those
persevering and coping and those who were detached and disengaged (Cameron and
Lovett Citation2015). That the numbers in the persevering and coping categories outnumbered
the other two categories provides added justification for paying attention to the early years in the
teaching profession.

A more recent study (Nerlino Citation2020) has likewise explored the job satisfaction of ECTs.
That study recognised the vulnerability of this group of teachers, calling for increased
connections with colleagues and mutualistic relationships with a learning focus so that influence
flows between colleagues. This supports the grounding of new teachers in trans-actions
involving a fluid view of leadership learning as suggested by Simpson (Citation2016) in the
introduction to this article.

Having explained the background to the article’s title and its focus on leadership learning and
experience from a teacher’s entry into the profession, attention is now drawn to three themes
readily evident in relevant international literature as a way to specify what research findings have
to say about the scope of leadership learning when beginning the professional journey as a
teacher. The first of these themes is teachers’ need for learning through leading, the second
examines teacher leadership as collective work for improved student learning, while the third
explains trusting relationships, colleagues’ pedagogical expertise and modelling with coaches
and mentors. All three of these themes carry urgent messages for action.
Theme 1: Teachers’ need for learning through leading

It is indisputable that no new graduate is completely ‘work ready’ on taking up a professional

appointment (Quinn et al. Citation2006). This is true for all professions, making the need for on-
the-job learning a career-long imperative (Hunzicher Citation2012). Moreover, the need for
authenticity in professional learning is a strong motivator (Horn and Little Citation2010,
Kvam Citation2023) supporting teacher retention, especially when that learning is driven by
teachers themselves. Slack (Citation2019) has described two benefits to teachers when they
design their own learning agendas, maintaining the purpose is ‘not only to improve student
learning but also to make the job sustainable and meaningful for those who dedicate their lives to
creating a more just world’ (p.25). This finding suggests that there are satisfactions to be gained
from learning with and from colleagues whose counsel is considered credible and legitimate
because of their closeness to classroom action (Harrison Berg and Zoellick Citation2019). It is in
sharp contrast to the externally driven ‘one size fits all’ professional development programmes
about which teachers often complain, yet still encounter (Timperley Citation2011b). It is why a
call to normalise the sharing of problems of practice is warranted because the sharing represents
‘the starting point for detailed discussion of specific classroom instances … a means to help
anchor emergent advice to more general problems and principles of teaching’ … [and where] the
problem teller [is] positioned with substantial agency in defining and elaborating on the problem
and in working out possible responses’ (Horn and Little Citation2010, p. 192). Here, the teacher,
as a problem sharer, is supported as a learner and scaffolded into problem solving, an important
attribute of leadership practice.

Concerns for the relevance and timeliness of professional learning are key features underpinning
teacher-led development work as part of the HertsCam network in the United Kingdom. The
HertsCam network exemplifies what is needed to sustain, excite, and retain ECTs, a developing
pool of tomorrow’s school leaders. It offers regular professional and personal connections with
colleagues across the network as opportunities for sense making, and ultimately thinking of
teaching, learning, and leading as collective professional behaviours.

The HertsCam network frames learning opportunities through scaffolded approaches and in
doing so, prepares teachers for working on development projects. This incremental learning in a
safe and trusting environment builds leadership capacity from career entry, thereby drawing
attention to the potential of the profession’s newest members. Frost et al. (Citation2019) claim
the participating teachers ‘feel a strong sense of empowerment and voice. Their human agency is
enhanced’ (p.6) all of which indicates that this type of networked learning opportunity is
welcomed by ECTs who engage with others in workshops to develop their teaching practices.
This type of learning opportunity, Frost et al. say, ‘tends to have the effect of mobilising and
refreshing their sense of moral purpose’ (p.6) as they come to see they can influence others at the
same time as they are building their own knowledge of practice. Another point to note is the
network’s deliberate emphasis on teacher leadership as professional learning which they report
appeals to ECTs. That professional learning is the connecting piece, no matter one’s time in the
teaching profession, is to accept ‘teacher leadership … as an effective form of professional
development for oneself and one’s colleagues’ (Poekert et al. Citation2016, p. 310) reinforcing
the notion that in order to lead, teachers must first be learners and never let go of that learning
intent. It is why Poekert et al. claim ‘leadership development as an iterative and recursive, rather
than linear, experience that centres on the construct of personal growth but also includes the
overlapping constructs of growth as a teacher, researcher and leader’ (p.307). This also confirms
Collinson’s (Citation2012) earlier finding from a study of exemplary teachers and how they
learnt to lead. Collinson reported that as teachers ‘learn, they refine who they are as a person.
Over time the teachers find, accept, or create ways to help colleagues by sharing innovations,
ideas and insights … Always focusing on learning, they quickly learn that leading opens many
new possibilities for learning’ (Collinson Citation2012, p. 247). In short, this suggests an
axiom: teachers lead by learning and learn by leading.

The attractiveness of professional learning agendas being shaped by teachers themselves is

apparent in accounts of the International Teacher Leadership Programme, an extension of the
previously mentioned HertsCam model. One example from Palestine showcased how strongly
teachers’ contributions were valued when it was renamed ‘teachers leading the way’. This,
Ramahi (Citation2019) explained, helped ‘shift teachers’ views of professional development
towards a more ongoing, capacity-building one’ (p.30) in which they were active rather than
passive participants whose involvement was subsequently recognised as emancipatory learning.
The flow on effects of teachers being able to respond to their own issues of practice with other
teachers deepened ‘critical thinking, the capacity for action, collaboration and really useful
knowledge’ (p. 31) all of which, in turn, strengthened commitment and passion for their
continuing work.

That teachers’ need for continuous professional learning constitutes a pathway into a different
kind of leadership, i.e. non-positional leadership work, which offers promise for the field of
teacher leadership. Accounts of the HertsCam network in countries beyond the United Kingdom
have been added to the knowledge base about the conditions and processes which further the
involvement of non-positional teacher leaders. For example, Qanay et al. (Citation2019)
reflections on work in Kazakhstan, revealed four episodes in the process of building teacher
leadership capacity. These were creating the conditions, re-orientating, enacting and reflecting. A
facilitator in the Kazakhstan network summed up teachers’ learning through leading by saying:

They used to be invisible among their colleagues…. the programme increased their self-
confidence. They started participating in school discussions, became more active in seeking
professional learning opportunities, sharing their knowledge with colleagues, taking
responsibility and achieving results. (Qanay et al. Citation2019, p. 58)

Summary

The literature supporting teachers’ need for learning through leading (theme 1) points to
significant actions which must take place. The benefits of reciprocity enable all members of the
teaching profession to thrive. Regardless of their status, early career teachers can soon recognise
that they may contribute to others’ practice. Inter-dependence, collegial connections, and a sense
of belonging to a profession are important for ongoing job satisfaction and engagement. Finally,
embedding teacher learning as the pulse of the profession makes professional learning
interactions both the platform for and the pathway to leadership. All this needs to be intentional
work rather than being left to chance.

Theme 2: Teacher Leadership as collective work for improved student learning

The work of teachers and school leaders is about how to improve learning outcomes for students
and doing just that. That this is collective work with others rather than individual work needs to
underpin approaches to and experiences for beginning teachers through induction and mentoring.
It is essential that teachers foster connections with other teaching professionals in the workplace
and beyond to deepen their knowledge of how to teach (Conway and Andrews Citation2016,
Schnellert and Butler Citation2021). Sometimes these connections are actively structured by
formal leaders but teachers also need to be able to connect with each other and initiate collegial
talk about what matters to them and their practice (Collinson Citation2012, Kvam Citation2023).
In essence, a commitment to students and their learning means all teachers need to find ways to
support their own learning about practice by tapping into the expertise held by their colleagues
(Nguyen and Ng Citation2020). This does not mean waiting for others to determine what
teachers’ professional learning needs might be. Instead, it means fostering collegial relationships
which enable the safe exploration of the puzzles of practice (Lovett Citation2018, Lefstein et
al. Citation2020). It is why the sharing of collegial expertise is the essence of leadership as an
activity carrying the influence from which both teachers and students benefit.
More often than not, the sharing of expertise by those without a named leadership role runs
counter to the common understanding that it is leaders (in positions of authority) who lead and
teachers who teach (Lovett Citation2018). Action on professional learning by teachers
themselves without the sanctioning of a person in a positional role is frequently downplayed as
leadership activity. This narrow-sighted view is what needs to be questioned to disrupt the
continuing dominance of leadership emanating only from position holders (MacBeath et
al. Citation2018, Branson and Marra Citation2021). When the focus is shifted from leadership as
individual direction to leadership as freely chosen collective work, the shared moral purpose of
that work becomes prominent, and it is work to which all may contribute regardless of role or
positional status. It is why there is a need to emphasise collective professional action over
positional responsibility in pursuing the shared moral purpose of education.

The bulk of the scholarship on this theme in the last decade has highlighted the commonality of
research findings related to teacher leadership as collective work for improved student learning.
This claim is clear in the conclusions of researchers such as Frick and Browne-Ferrigno
(Citation2016), Hargreaves and O’Connor (Citation2017, Citation2018), Tong and Razniak
(Citation2017), Stoll and Kools (Citation2017), Nguyen and Ng (Citation2020), Donohoo et al.
(Citation2020), Schnellert and Butler (Citation2021).

A synthesis of the conclusions from these contemporary researchers confirms three fundamentals
underpinning the relationship between professional learning and leadership. First amongst these
is the over-riding obligation to be student-centred in the pursuit of pedagogical initiatives aimed
at improvements in student learning (Stoll and Kools Citation2017).

While this seems self-evident, it does not occur without a strong commitment to professional
learning as a social process that demands structural adjustment in institutional settings like
schools if it is to be realised – the second of the three fundamentals (Tong and
Razniak Citation2017, Hargreaves and O’Connor Citation2017, Citation2018, Schnellert and
Butler Citation2021). The corpus of this research shows us that there are practical approaches to
creating systems of knowledge exchange between teachers to open up helpful ways of sharing
information (Frick and Browne-Ferrigno Citation2016, Stoll and Kools Citation2017, Nguyen
and Ng Citation2020). However, nothing in schools occurs without the application of finite
resources, and, in the case of professional learning, time is required for reciprocal learning,
more-so in formal learning communities than in loose networks (but both are necessary). The
benefits of accepting professional learning as a social process are seen in the sense of belonging
engendered in new and experienced teachers alike as they make sense together of the teaching
and learning issues germane to the students they teach (Donohoo et al. Citation2020).
Collaborative leadership unfolds in circumstances where inquiry is enriched through mutual
dialogue. These research outcomes are compelling.

The third fundamental explicit in the body or research above involves the exercise of autonomy
by individuals and collectives as they engage together in professional learning (Hargreaves and
O’Connor Citation2018). Without it, new teachers are left dependent on decisions about their
professional learning determined by those in positional authority, as are those with most
experience. Grassroots agency in leading professional learning flows from a healthy respect for
the concept of collegial autonomy. This quality is held to be axiomatic in leadership for learning,
indeed for teacher leadership, by the authors I have cited.

Summary

Leadership expressed as collective work to improve student learning has the potential for all
teachers to view themselves as contributors to a larger agenda not restricted to one determined by
those afforded the status and recognition of a leadership title in a named positional role.

Knowledge and expertise exchanged between colleagues can serve as the seeding ground for
teacher leadership as professional influence. It is why there is a need to connect leadership and
learning because learning is the circulatory system that pumps lifeblood into teacher leadership.
When teaching, learning and leadership are connected, leadership work is synchronised with
professional learning. If leadership continues to necessitate leaving the classroom behind to take
up the authority of a positional role, there will inevitably be a compliance culture in schools with
teachers blindly following the dictates of position holders. Teacher leadership must indicate and
open up spaces for all teachers to undertake leadership work. This is effectively achieved by
acknowledging and supporting teachers to take an active part in initiatives which develop
trusting collegial relationships focussed on how pedagogical expertise and modelling with
coaches and mentors promotes professional growth and teacher leadership simultaneously. These
three matters constitute the substance of the third theme.

Colleagues’ pedagogical expertise

Expertise amongst teachers can be thought of principally, as one’s own and others’ pedagogical
knowledge and skill. It can be considered as a finite state associated with excellence, though this
view should always be contested, or it can be regarded as an infinite process of expanding and
deepening that knowledge and skill (Nguyen and Ng Citation2020). When it is the latter, this is
 made more effective through collective action which recognises multiple contributors no matter
their status (Hargreaves and O’Connor Citation2018).

A continuing challenge for the teaching profession is, therefore, that as teachers enter their
professional employment in schools, they are likely to be treated as novices in need of support
from more knowledgeable colleagues. It matters, therefore, how colleagues work with ECTs to
retain their job engagement and commitment to students’ learning (Kardos and
Johnson Citation2007, Stoll and Kools Citation2017) despite being the ‘newbie’. What is
important here is that pedagogical expertise flows in all directions – from experienced teachers
to the newly appointed; from the newly appointed to experienced others and from position
holders to teachers in general and vice versa. For ECTs, recognition and encouragement to
contribute to others’ practice serves as confirmation that they are of value to the collective cause
of student learning, albeit perhaps in small measures in the beginning stages of employment. The
satisfaction gained by a less experienced teacher through influencing colleagues’ professional
practice provides immediate access to the tangible benefits of leadership work for those who do
not hold leadership positions and titles. However, if a ‘top down’ approach to the sharing of
expertise occurs, it reinforces the notion of hierarchy in the profession, downplaying the
expertise of teachers, no matter their career stage, ignoring the possibility of mutual exchanges
of pedagogical knowledge aimed at improving student learning. This sense of mutual benefits is
important. It challenges the notion that early career teachers are ‘on their own and presumed
expert’ (Kardos and Johnson Citation2007) and instead acknowledges the need for collegial
input as teachers continue to develop their expertise. Confidence and competence are realised
when early career teachers can influence other colleagues.

Questions with a focus on the school’s culture

 Has a top-down approach to the leadership of professional learning been ‘put to bed’ in this
school?
 If professional learning is understood as a social process, how is it manifest here?
 Is teacher autonomy and agency in professional learning central to the school’s
improvement processes? If so, for what reasons has the agency of ECTs and teachers been
privileged in the leadership of their professional learning?

The second set of questions goes directly to the organisational and operational issues, the flow
from the values embedded in the responses to the culturally oriented questions above.
 Questions about organisational and operational questions

 What specific resource allocations are made in support of professional learning for ECTs
and the teachers with whom they are working? (Time, money, materials, people?)
 How is collective power enacted in the way professional learning is organised amongst
teachers and ECTs?

The third set of questions moves forward to a time when the outcomes or effects of activity on
professional learning have had sufficient time to be felt, e.g. at the end of the first semester.

Questions about effects

 How is the influence of ECTs in professional learning groups acknowledged and valued?
 In planning and implementing coaching and mentoring procedures, what do ECTs report on
how their autonomy is accommodated?
 What tells us that a genuine trust for the leadership of professional learning has been ceded
to teachers by those in positional authority?

Conclusion

While professional learning and its links with leadership engage all teachers, it is particularly
important for ECTs to see this in action. This necessitates work for those at the local level
understanding three matters. The first of these is that student learning is the dominant focus of
the work of teachers. Improvement is about identifying what works and why. The second is
realising the power of professional learning as a social process, expressed as collective work
around that shared commitment to students. The third is about paying attention to learner-to-
learner collegial relationships, particularly how teachers share their expertise, and show trust and
respect for one another regardless of their time in the profession. It is by paying attention to these
matters that professional learning becomes a conduit for teacher leadership, especially important
for a school’s newest recruits.

References

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