Empowerment through a teacher leadership academy

Abstract

Empowerment through a teacher leadership academy Jeremy D. Visone Educational Leadership, Policy, and Instructional Technology, Central Connecticut State University, New Britain, Connecticut, USA Abstract Purpose – The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities. Design/methodology/approach – TLA participants (n¼11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n¼12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders. Findings – Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity. Research limitations/implications – Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors). Originality/value – The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.