This study presents the results of a phenomenological qualitative investigation into the emerging role of teachers serving as team leaders in professional learning communities, and the support team leaders need from members and principals to be effective. Results indicated that the role of the team leader involves: (a) building trust, (b) facilitating effective conflict resolution, (c) structuring meetings for success, and (d) acting as liaison with administration on behalf of the team. The actions of the team leader have a clear effect on team functioning. Team member support includes embracing the vision of collaboration to improve student learning and committing to the team, its leader, and its decisions. Finally, principal support includes casting a well articulated vision and communicating defined expectations for teams, as well as validating the team leader role, providing training and resources, offering feedback on team functioning, rendering advice and guidance on team issues, holding teams accountable, and being flexible during the learning process. The author’s hope is that this study will serve to empower and equip teacher leaders to lead.

About the Author

Dr. Lanelle Gordin is an administrator for the Riverside County Office of Education in California. The focus of her work has been to help schools and districts engage in effective collaboration while empowering and equipping teacher leaders to lead. She is a passionate advocate for the crucial role of the teacher leader in improving our schools.

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