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    TEACHERS ARE LEADERS

    Why we need teacher leaders

    By Kim Richardson
    Categories: Teacher leadership
    February 2025
    When I was a brand new principal, I thought I knew everything. A case in point: Drawing on my experience at another school, I planned to hold a schoolwide assembly every Monday morning to get the community excited for learning, hear our character focus for the month, celebrate the classrooms meeting attendance goals, and share student and teacher shout-outs. I envisioned students eating breakfast in their classrooms and then convening in the cafeteria for a 10-minute assembly. But after I shared this plan with the staff, two teachers knocked on my door and said, “Mrs. Richardson, your plan is not going to work. It will take too long to get everyone into the cafeteria, and it will get in the way of our classroom routines.”

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    References

    Aliu, J., Kaçaniku, F., & Saqipi, B. (2024). Teacher leadership: A review of literature on the conceptualization and outcomes of teacher leadership. International Journal of Educational Reform, 33(4), 388-408.

    Amrein-Beardsley, A. & Barnett, J.H. (2012). It might just take a partnership … Issues in Teacher Education, 21(2), 103-124.

    ASCD. (2014, December 16). Fall 2014 ASCD Whole Child Symposium – Panel 1. [Video]. YouTube. youtube.com/watch?v=TJubZy0IK60

    Boyd-Dimock, V. & McGree, K.M. (1995). Leading change from the classroom: Teachers as leaders. Issues About Change, 4(4). sedl.org/change/issues/issues44.html

    Howey, K.R. (1988). Why teacher leadership? Journal of Teacher Education, 39(1), 28-31.

    Killion, J. & Harrison, C. (2017). Taking the lead: New roles for teachers and school-based coaches (2nd ed.). Learning Forward.

    Livingston, C. (1992). Introduction: Teacher leadership for restructured schools. In C. Livingston (Ed.), Teachers as leaders: Evolving roles (pp. 9-17). NEA.

    Stronge, J.H., & Xu, X. (2021). Qualities of effective principals. ASCD.

    York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.


    Kim richardson
    + posts

    Dr. Kim Richardson is a powerhouse in educational leadership and coaching. Dr. Kim holds a Professional Certified Coach (PCC®) designation from the International Coaching Federation (ICF) and serves as Regional Engagement Director for Learning Forward Virginia. She’s also a member of the VASCD Annual Conference Planning Committee. Dr. Kim created the Radical Learners course, Coaching for Connection, Certainty, and Autonomy, for Jim Knight’s Instructional Coach Group, and she and her district’s coaching program were even spotlighted in Knight’s book, Focus on Teachers. In her current role as the Director of Induction and Development for Hampton City Schools, Dr. Kim leads professional learning for school and district leaders and teams, digging deep into instruction, coaching, and leadership development. Her work is inspired by her dissertation, where she found that great leaders, especially coaches, are enlisted and developed! Among her many roles, Dr. Kim’s all-time favorite was serving as an Instructional Coaching Coordinator, where she built and led the district’s coaching program from the ground up. This initiative has become a cornerstone of the district’s success, providing ongoing training and leadership for coaches and specialists. Her background also includes experience as an elementary school principal, technology specialist, coach, and classroom teacher. Outside the office, Dr. Kim is all about family time with her husband, three sons, daughter-in-law, and her one-year-old granddaughter. She also gets her groove on every Saturday as a Zumba® fitness instructor, dancing her way to joy and energy!


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