My conception of the teacher as a leader is derived from three of the five mindscapes that have been utilized as a guiding framework in teacher training programs for constructivist leadership (Szabo et al., 2002). The first mindscape that highlights the importance of "teaching and learning for equity and high achievement" (Szabo et al., 2002, p. 5) requires teachers to critically reflect on their teaching practices. Instead of attributing student failure to extraneous variables such as race, ethnicity or socioeconomic status, teachers as leaders must take responsibility for their role in student learning by examining their instructional approaches, assessments and curriculum materials to ensure educational equity.
To realize the aforementioned objective, teachers should apply research-based instructional strategies that are based on learning theories in educational research such as brain-based learning (Caine & Caine, 1995), multiple intelligences (Gardner, 2006), problem-based learning (Avent, 2004), cooperative learning (Pedersen, 2003) and differentiated instruction (Hall, 2002). In recognition of the complexity of the human brain and the different types of intelligences (Gardner, 2005), teachers should strive to create rich, dynamic and individualized learning experiences that embrace the diversity of their learners. By utilizing problem-based and cooperative learning approaches, teachers can provide students with the opportunities to apply their skills and abilities in creative problem-based group projects. In exposing students to real-life problems, teachers increase the meaningfulness of the learning process and facilitate the former's capacity to process new knowledge. At the same time, these students will have the opportunity to engage in tasks and activities that tap into their individual strengths (Avent, 2004; Green, 1999, Hall, 2002; Pedersen, 2003). Therefore, these teachers serve as guides and mentors for th...