Dear Rob,

I am currently searching for a similar answer. Although it is early in my review of existing literature on the subject, I find the following texts useful to clarify what is known/attemted on the subject and I would say that there is a gap in the knowledge, but I stand to be corrected:

'International Handbook of Educational Leadership and Social (In)Justice' (£450, so very expensive, but you might be able to'buy' relevant chapters through University library?!)

Ann Lopez from the University of Toronto theorises an alternative framework for teacher leadership at the intersection of social justice and curriculum inquiry that highlights activist bottom-up leadership.

Book Chapters:

1) Lopez, A. E. (2012) Re-Conceptualizing Teacher Leadership  Through  Curriculum Inquiry in Pursuit of Social Justice: Case Study From the  Canadian Context. In C. Shields & I. Bogotch (Eds.), Handbook of Social Justice.  Springer Publishing.

2) Lopez, A. (2011) Student engagement and culturally responsive Pedagogy. In M.Evans, C. Rolheiser, & M. Gambhir (Eds.), Inquiry Into Practice, pp. 49 -54.

Ontario Institute for Studies in Education of the University of Toronto.

(This publication isn't available in any UK academic libraries & is only held in Academic libraries throughout Canada)

Andy Hargreaves and Michael Fullan Professional capital Transforming teaching in every school 2012

and finally

Andy Hargraves and Dean Fink Sustainable leadership 2006

Good luck,

Daniela

Rob, you might find this useful?

Journal of Science Teacher Education

March 2015, Volume 26, Issue 2, pp 121-137

Date: 14 Jan 2015

Professional Development and Teacher Change: The Missing Leadership Link

Brooke A. Whitworth, Jennifer L. Chiu

file:///C:/Documents%20and%20Settings/Andrzej/Pulpit/Recenzja%20publikacji.pdf - it has been recently published a new metod of practice for teachers and students (student-teacher-mentor relationship) - if you are interested I can send you some topics from it

and:

http://chalkboardproject.org/wp-content/uploads/2010/12/teacher-effectiveness-and-why-it-matters.pdf

http://www.rand.org/capabilities/solutions/evaluating-the-effectiveness-of-teacher-pay-for-performance.html

http://www.epi.org/publication/books_teacher_quality_execsum_intro/

http://www.nyu.edu/classes/keefer/waoe/mohitvikrant.pdf

http://www.hanoverresearch.com/wp-content/uploads/2012/05/Effectiveness-of-Co-Teaching-Membership.pdf (this one about literature review)

http://www.crlt.umich.edu/resources/evaluation-teaching

 I recently posted a question that I think might hold a few interesting insights into your request and research. The relationship is not directly obvious, but I do believe it has great merit in the discussion. My colleagues and I are working on a pedagogy toolkit for our Business College Program. I spent over 30 years in the military. I taught and learned a lot about leaders and leadership. My Doctorate is in Education, Leadership, Policy, and Law. My Dissertation was on “An Examination of Leadership Styles, Values, and Attributes” Although, I have published that document I am still working it because something is missing. I thinking the missing piece is “Mentoring” Leadership is not just in the leader’s ability to lead, but it is much more a function of how the leader is perceived by those who follow. Mentoring helps tremendously with that perception. So much that it just might be the multiplier in this complex web of leadership success. I do apologize for not filling in all the gaps, but it would take much more time and space to discuss adequately this input. But I do hope this helps with adding to your body of knowledge for such an important topic…Leadership

Some suggestions:

Kythreotis, A. and Antoniou, P. (in press). Exploring the impact of school leadership on student learning outcomes: Constraints and perspectives. In Pashiardis, P. & Beycioglu, K. (Eds) Multidimensional Perspectives on Principal Leadership Effectiveness, IGI Global, Hershey, USA.

Antoniou, P. (2013). Development of Research on School Leadership Through Evidence-based and Theory Driven Approaches: A Review of School Leadership Effects Revisited. School Effectiveness and School Improvement, 24 (1),122-128.

"Teacher Development Research Review: Keys to Educator Success"

Please search for Edutopia June 2015 and read the article titled 

Teacher effectiveness is the necessary step in fulfilling its different roles especially as a leader. your research quest on teacher effectiveness is appreciable. This reminded me many past teachers those were equally effective inside the class and outside. even their role in society was highly effective due to their powerful conduct and practices. Merideth 2000 work on  REACH MODEL is the consultative work in line of your quest. please consult the following link:

http://www.sagepub.com/upm-data/11324_Merideth_Chapter_1.pdf

good luck!

https://www.researchgate.net/profile/Lucian_Yates

I sincerely wish you luck in your research, but I do not see leadership qualities as transferable to inspired pedagogical skills. I see them as two separate skill sets.  If the two do connect, that's serendipitous, but the qualities that make a leader inspirational for others, by definition, followers, are not the same as what makes a teacher connect deeply with students who are co-learners rather than followers.

In my education journey both as a learner and a teacher leader, I have found that learning does not happen without leadership.  Allegorically speaking, being an effective building manager used to be good enough. For the 21st century, we are not only expected to comply with district-level edicts, address personnel issues, order supplies, balance program budgets, keep hallways and playgrounds safe, put out fires that threaten tranquil public relations, and make sure that busing and meal services were operating smoothly, but we must do more. Studies show crucial roles that principals, CEOs and classroom teacher leaders through partnerships play in improving teaching and learning. It is clear that principals/CEOs for any educational organization also must serve as leaders for student learning and change.

They must know academic content and pedagogical techniques. They must work with teachers to strengthen skills. They must collect, analyze and use data in ways that fuel excellence. They must rally students, teachers, parents and other stake holders around the common goal-the business of education of raising student academic performance now and for future employability performance.

And they must have the leadership skills and knowledge  to exercise the autonomy and authority to pursue these strategies.

Hi Rob, Yes, I would say that teacher's effective leadership is somehow an intangible quality that distinguishes outstanding teachers. As you know, teachers' roles, tasks and professional qualities are very diverse. One of these qualities is probably effective leadership. you may find the following articles of help. Regards.

http://www.vtaide.com/png/ERIC/Teacher-Leadership.htm

http://www.jstor.org/stable/1001662?seq=1#page_scan_tab_contents

Rob, you might find interesting information on the National Outdoor Leadershio School - www.nols.edu. They are an experential leadership education school and one of the directors, John Gooking, conducts researches through the University of Utah.