Postprint version. Published in School Effectiveness and School Improvement, Volume 13, Issue 1, September 1, 2002, pages 327-365.
NOTE: At the time of publication, the author Kathleen Martin was not yet affiliated with Cal Poly.
The definitive version is available at https://doi.org/10.1076/sesi.13.3.327.3430.
A shift in educational policy and practice is to involve teachers in school reform. Many reform programs require school leadership teams for involving teachers, yet few studies have examined how teachers take up such new roles and responsibilities. Using the dual conceptual lenses of open-systems and micropolitics, we investigate how four middle school teams engaged with their colleagues to construct an identity, assume leadership roles, and situate themselves in their schools. We argue that the influence of training enabled teams to assume four roles: communicators, staff developers, problem-solvers, and leaders of change. The findings suggest that teams and educational leaders need to recognize the influence that existing organizational structures have on teams and the actions they are able to take. The results also indicate that knowledge of the organizational structure as well as micropolitical dynamics can serve as leverage points for constructing their roles and initiating change.