Becoming a teacher leader: building social capital through gradual release

Abstract

Purpose The purpose of this paper is to explore the use of a mentored model of gradual release to build social capital and support teachers as they adopt new identities as leaders of professional learning. Design/methodology/approach Data for the paper were collected as part of a case study which explored the Provincial Facilitator Community (PFC) in Saskatchewan, Canada as one approach to creating a collaborative culture of teacher-led learning and leadership. Findings The findings suggest that becoming a leader of professional learning is a complex process of gaining confidence, building capacity and transitioning into a new professional identity. In the PFC, this process was markedly supported through a structured and intentional system of modeling and peer-mentorship that promoted the development of social capital across the group. Originality/value The paper provides new insights around the use of a mentored model of gradual release to create opportunities to develop social capital that, in turn, helped prepare and sustain teachers in adopting new roles as leaders of professional learning.