This paper, part of the ongoing Primary Review, examines the professional status of primary school teachers and leaders, but is mostly applicable to all teachers.
Key Points:
- The concept of ‘teacher leadership’ has emerged in England, elsewhere it is more familiar; in the USA and Canada, for example, ‘teacher leadership’ is an accepted form of leadership activity where it has been demonstrated that the forms of teacher leadership and teacher collaboration have contributed towards school improvement and that leadership in Norwegian schools is almost entirely characterised by collaboration and team effort.
- Within English primary schools, however, the construct of ‘teacher leadership’ appears beset with a number of difficulties. A significant factor hampering its development is the difficulty of viewing teachers as leaders within a hierarchical school system where leadership responsibilities are clearly delineated.
- There has been surprisingly little academic interrogation of the NCSL. Work that has been undertaken has included tracing its historical development, looking at its international role, considering its organisational features plus trying to assess its likely. Whilst useful in their way such studies have had a mutual tendency to view the NCSL as a largely beneficial development.
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