This can be accomplished by compiling Leadership Teams composed of teacher leaders, administrators, and other facilitators. There are many roles that teacher leaders can fulfill; these roles can be “informal” or formal” ones, and there are a variety of ways that teacher leaders can be chosen. A leader in an informal role would not have been selected through a process but rather spontaneously becomes a leader by the respect they command from colleagues and their fields of expertise. Formal leadership roles are usually applied for and chosen through a selection process. However, some positions can be assigned; this may have adverse reactions. If one is not ready to assume leadership roles, this can deter them from doing so in the future. Overall, a selection process is used for seeking out these roles. Whether holding a formal or informal leadership role as teacher, the characteristics for both are the same. The ability to collaborate with others is a vital characteristic teacher leaders must possess. Along with that comes a willingness to openly and honestly communicate and listen to others’ ideas and recognize the need for change (Parkay, Anctil, & Hass, 2014). The range of responsibilities regarding informal and formal leadership roles vary. Teachers holding informal leadership roles may be responsible for mentoring other colleagues …show more content…
Leadership is required on all levels due to the unprecedented demands placed on schools today (Parkay, Anctil, & Hass, 2014). Both formal and informal leadership roles help to facilitate a cohesive effort to boost the school’s morale and achievement. A school that encourages and promotes teacher leadership is one where teachers own a sense of confidence and competence by being allowed to express and share their opinions, ideas, and stances with colleagues. Also, being allowed ownership in important decisions fosters a new level of respect amongst teachers, staff, and principals. Teachers and students alike “need opportunities to engage actively in their own learning, rather than being told what to do” (Lieberman & Miller, 2005, p. 157). It is of utmost importance that teachers are afforded the opportunities to advance to leadership positions, if they desire to do so. Not only does teacher leadership provide opportunity for input into decisions made to benefit the school and creates a sense of ownership, but it allows the teacher to remain in the classroom and still teach while simultaneously becoming a