A current review of teacher leadership research (Schott et al., 2020) also noted that teacher leadership is a factor in how teacher evaluations, professional development programs, and school reforms are designed and administered.
For example, the attributes of teacher leadership in the literature align with expectations for teachers in Canadian and many other contexts. For example, the attributes map closely with the Alberta Education (2018) Teaching Quality Standard. That is, Alberta teachers are expected to provide inclusive learning environments, work closely with colleagues, apply foundational knowledge of Indigenous community members, and demonstrate consistent professionalism. They are held accountable for engaging in career-long learning, applying meaningful student assessment and evaluation practices, responding to change, and inviting community members and cultural advisors into schools and classrooms.
Australian Standards for Teaching (Australian Institute for Teaching and School Leadership, 2011) also are consistent with the attributes of teacher leadership. The Australian Standards describe what teachers should know and do within three domains of teaching: professional knowledge, professional practice, and professional engagement. Perhaps not surprisingly, expectations for teachers in other nations such as England and South Africa vary only slightly. For instance, the Department for Education (2011) in England has set formal expectations for quality in terms of teaching and in personal and professional conduct, which are parallel to the South African Council for Educators’ (2018) expectations for professional ethics, team work, social justice, content knowledge, effective teaching methods, student assessment, and learner safety and well-being.
It is apparent that researchers’ understandings of teacher leadership and policy makers standards for teaching quality have strong reciprocal connections.