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The study investigates experiences of teachers and administrators who took part in the nationwide Teacher Leadership Initiative (TLI), focusing on how the yearlong program influenced leadership development, school improvement efforts, and participants’ professional practices. Reported outcomes include shifts in thinking about leadership, stronger professional efficacy, improved collaboration and leadership skills, and a newly developed identification as leaders that emerged through TLI participation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-and-administrator-perspectives-from-experiences-in-the-teacher-leadership-initiative/602067/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-and-administrator-perspectives-from-experiences-in-the-teacher-leadership-initiative/602067.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the Teacher Leadership Initiative (TLI) study?","Question",{"text":112,"@type":113},"The study investigated teachers’ and administrators’ experiences in a nationwide teacher leadership pilot (TLI) and assessed effects on leadership, school improvement, and professional practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What outcomes did participants report from the TLI?",{"text":117,"@type":113},"Participants reported changes in how they thought about leadership, improved professional efficacy, enhanced collaborative and leadership skills, and a stronger identification as leaders.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the document connect teacher leadership to educational reform and accountability?",{"text":121,"@type":113},"It links teacher leadership to change efforts shaped by educational reform policies, including the accountability emphasis associated with NCLB, and argues that investing in teachers’ learning can improve student outcomes more effectively than adding tests.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602067,1792209111,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Teacher and Administrator Perspectives from Experiences in the Teacher Leadership  \nInitiative  \nLeslie Sharp  \nUniversity of Arkansas  \nLittle Rock  \nJohn Pijanowski  \nUniversity of Arkansas  \nFayetteville  \nGail Hughes  \nQuachita Baptist University  \nTeacher leadership has been defined by researchers as the catalyst for change, and the impetus for school improvement. In this study, the researcher investigated the experiences of teachers and administrators who participated in a nationwide teacher leadership pilot, the Teacher Leadership Initiative (TLI), and the effects that this yearlong event had on leadership, school improvement, and teacher and administrator professional practices. Unifying outcomes from the participants included changes in thinking about leadership that directly improved professional efficacy, collaborative and leadership skills, and a new sense of identification as a leader that was not experienced before the TLI.  \nKeywords: teacher leadership, educational leadership, teacher education and professional development, educational Assessment, evaluation and research.  \nEducation Leadership Review of Doctoral Research, Vol. 9. Fall 2021  \nISSN: 1532-0723  \n© 2021 International Council of Professors of Educational Leadership.  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, full attribution to the author/s is required.  \nTeacher leadership was a pivotal component that emerged from the era of educational reform beginning with A Nation at Risk and exaggerated by the No Child Left Behind Act of 2001 as an answer to educational improvement. As related by Katzenmayer and Moller (2009), legislation was influenced heavily by extensive reports for improving schools and put educators at the forefront of accountability for student achievement. In addition, Katzenmayer and Moller (2009) described:  \nMassive reports on how to improve schools influenced policy makers to pass legislation to put pressure on educators to provide quality education for all students. Few disagree with this goal. Many would argue, though that the goals cannot be accomplished by simply raising standards, creating and implementing more outcome measures, and holding students, teachers, and administrators ever more accountable for test scores. (p.2)  \nThe requirements of theNCLB Act of 2001 were a challenging feat for schools and districts to overcome with the reality of bringing every student regardless of prior background knowledge, socioeconomic status, and level of English language proficiency up to the expectations that were dictated by the law each year. Schools and districts with limited resources before the revision of the law in 2015, were seeking all solutions to the problems of students not meeting proficiency levels. Interventions and strategies for improving student proficiencies for schools and districts, began to focus more on meeting the requirements of the law and not about improving student learning and realizing academic success for schools.  \nPrincipals of schools not meeting proficiency levels, found themselves looking toward the mandates of the law instead of focusing intently on improving student learning for all students within schools and districts. Accountability measures were imposed on district leaders as well, solidifying these leaders’ efforts toward meeting the expectations of the law for schools and districts instead of creating a sustainable plan for system-wide improvement. Developing and implementing strategies for school improvement requires time, resources, and consistency. Smaller school districts lacked in resources and retention of highly skilled personnel to support the changes needed to improve student learning district wide.  \nResearch on the impact of the accountability movement (Darling-Hammond & Prince, 2007; Wechler et al., 2007) revealed that investing in teachers and their learning, rather than creating more tests is a better investment for improving stude","cbCailHRZ7BSV8PN","https://ap.wps.com/l/cbCailHRZ7BSV8PN","pdf",326100,17,"English","# Teacher Leadership Initiative (TLI) Study Focus\n## Participant Outcomes and Professional Practices\n## Teacher Leadership Amid Accountability and Reform\n## NCLB Requirements and School Improvement Challenges\n## Accountability Movement and Teacher Investment\n## Leadership Roles Beyond the Classroom","[{\"question\":\"What was the main purpose of the Teacher Leadership Initiative (TLI) study?\",\"answer\":\"The study investigated teachers’ and administrators’ experiences in a nationwide teacher leadership pilot (TLI) and assessed effects on leadership, school improvement, and professional practices.\"},{\"question\":\"What outcomes did participants report from the TLI?\",\"answer\":\"Participants reported changes in how they thought about leadership, improved professional efficacy, enhanced collaborative and leadership skills, and a stronger identification as leaders.\"},{\"question\":\"How does the document connect teacher leadership to educational reform and accountability?\",\"answer\":\"It links teacher leadership to change efforts shaped by educational reform policies, including the accountability emphasis associated with NCLB, and argues that investing in teachers’ learning can improve student outcomes more effectively than adding tests.\"}]","Teacher and Administrator Perspectives from Experiences in the Teacher Leadership Initiative | PDF",1792093970,43]