Page 9 - Mini-Module 7

Katzenmeyer “teachers who are leaders lead within and beyond the classroom,
and Moller identify with and contribute to a community of teacher learners and
(2001) leaders, and influence others toward improved educational

Harris (2003) “all organization members can lead and that leadership is a form of
agency that can be distributed or shared” (p. 317).
Muijs and “Teacher leadership is primarily concerned with developing high
Harris (2003) quality learning and teaching in schools. It has at its core a focus upon
improving learning and a mode of leadership premised upon the
principles of professional collaboration, development and growth … a
form of agency where teachers are empowered to lead development
work that impacts directly upon the quality of teaching and learning …
a form of collective leadership in which teachers develop expertise by

Lambert regards leadership as being the work “embracing a shared vision,
(2003) inquiry, dialogue, reflection and a focus on learning” (p. 426), and
asserts that “a learning community is at the heart of a high leadership
capacity school — they are parallel constructs” (p. 426)
Gonzales It is more collaborative than directive, more spontaneous than
(2004) structured: “a horizontal leadership based on a reciprocal process
that is developed through the mutual construction of a learning

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