Teacher leadership development: Tracking one district’s progress over three years


  • Jonathan Eckert Wheaton College
  • Alesha Daughtrey Center for Teaching Quality




teacher leadership, school leadership, leadership development, school improvement, shared leadership, distributed leadership, collective leadership


This study tracks the progress of one Iowa school district over the course of three years through its implementation of a Teacher Leadership and Compensation (TLC) model, designed in response to a statewide TLC system initiative. A survey administered at baseline and at the conclusion of each of three pilot years measured teacher leadership development, identified specific areas for improvements, and guided the district’s teacher leadership support efforts. Scores from the items demonstrated evidence of reliability and district leaders reported that resulting data were beneficial to an implementation plan that yielded increased planned retention and improved practice, two goals for the TLC model. Implications for the use of the survey tool, policy, and practice around teacher leadership development are discussed in the context of the collective leadership of teachers and administrators together. 


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Author Biographies

Jonathan Eckert, Wheaton College

Jonathan Eckert is a Professor in the Education Department at Wheaton College. He taught for 12 years outside of Chicago and Nashville, earned his doctorate at Vanderbilt University, Peabody College in Leadership, Policy, and Organization. Her served in the Bush and Obama administrations at the U.S. Department of Education and has written numerous articles and books on educational leadership and teaching quality.

Alesha Daughtrey, Center for Teaching Quality

Alesha Daughtrey is the Chief Strategy Officer at the Center for Teaching Quality. She supports teachers’ learning and growth as leaders and advocates for their profession and earned a Master of Public Policy degree from Duke University. She has worked in policy advocacy and analysis, community organizing, training, and philanthropy.




How to Cite

Eckert, J., & Daughtrey, A. (2019). Teacher leadership development: Tracking one district’s progress over three years. Education Policy Analysis Archives, 27, 42. https://doi.org/10.14507/epaa.27.4130