Teacher Leadership: An Assessment Framework for an ...

Research Report

Teacher Leadership: An Assessment Framework for an Emerging Area of

Professional Practice

Teresa Jackson Jeremy Burrus Katherine Bassett Richard D. Roberts

December 2010

ETS RR-10-27

Listening. Learning. Leading.?

Teacher Leadership: An Assessment Framework for an Emerging Area of Professional Practice

Teresa Jackson, Jeremy Burrus, Katherine Bassett, and Richard D. Roberts Center for New Constructs, ETS, Princeton, New Jersey

December 2010

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Abstract This paper examines various definitions and frameworks that have been used to justify the emergence of a new category for the teacher professional: teacher leader. The emergence of this new professional category may lead to greater retention levels, and improved knowledge management and transfer within the teaching profession. Various key dimensions of this profession are examined, allowing us to highlight some key personal skills that would appear requisite for the teacher leader. An agenda for developing and validating assessments of teacher leadership is then proposed. It is argued that these assessments have the potential of legitimizing research within this field, as well as providing the opportunity to better understand what it takes to become a successful professional in this new domain of teaching practice. Key words: teacher leader, teacher leadership assessment, teacher personal skills, teacher mentoring, teacher personality, teaching as a profession

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Acknowledgments This paper was supported, in part, by both the Research and Development and Higher Education and School Assessment Divisions of ETS. We would like to thank the following individuals for supporting this research in a number of ways, from funding, to project management, to preparation of the manuscript: Anthony Betancourt, Pamela Coleman, Sally Gillespie, Patrick Kyllonen, Ida Lawrence, Mary Lucas, Walter McDonald, Jennifer Minsky, Steven Schreiner, Linda Tyler, Gregory Vafis, Cathy Wendler, and Susan Woodward. We are also grateful to John Sabatini, Rick Tannenbaum, and Caroline Wylie for a number of helpful comments and suggestions on an earlier version of this report.

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