Building Leadership Capacity in Grade-Level Chairs

High expectations of schools to produce positive results at the end of each school year continue evolving and often include rigorous accountability measures; however, the centuries-old structure of public education remains. Teacher and leader turnover continues rising while fewer professionals enter the field prepared to teach. School leaders are responsible forcultivating innovative and engaging classrooms while ensuring seamless operations and safety. Administrators must rely on teacher leaders to carry the vision and foster an impactful school setting every student deserves; therefore, an investment in grade-level or department chairs must occur. The purpose of this study was to identify how to increase the leadership capacity of teacher leaders, known as grade-level chairs, in an elementary setting. The following thematic findings emerged from the study: 1) Cultivate, 2) Facilitate, 3) Collaborate, 4) Empower, 5) Clarify, and 6) Enhance. The findings explain that identifying perceptions of the responsibilities of grade-level chairs reveals the impact of role ambiguity, the individual's need to develop leadership qualities within teacher leaders, and how administrators provide the environment for professional growth and vulnerability.