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- Vol 6 PE: App E
teacher leadershipprofessional collaborationpedagogical developmentteacher agencyinstructional improvementschool capacityBook Evidence summaryAt a glance
Harris and Muijs argue that teachers’ leadership beyond their own classrooms is an important capacity for school improvement. Drawing on research and school examples, they describe teacher leaders as influencing colleagues, leading pedagogical development, coordinating improvement work, coaching or mentoring, and contributing to collective decisions without necessarily holding senior posts.
Key ideas
The book connects leadership with professional collaboration, development, and improved teaching and learning rather than treating it simply as delegated administration. It examines roles, responsibilities, organisational conditions, professional learning, and ways schools can foster participation. Support from principals, time, trust, recognition, clear purposes, and cultures that value teachers’ expertise enable teacher leadership; hierarchy, isolation, role ambiguity, and overloaded volunteers can constrain it. The authors do not suggest that appointing more formal post-holders automatically raises achievement.
Why it matters
Their central proposition is that schools improve when they deliberately develop teachers’ agency and expertise, distribute meaningful influence, connect leadership activity to classroom learning, and create structures through which colleagues can learn and act together.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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