Teacher as Leader

I was over at Bud's site and read his post about the leadership meme. Bud is a teacher leader if there ever was one. Teacher leadership is more than leading your students and being a darn good teacher. Teacher leadership is about reaching out past the four walls of your classroom and leading other teachers.

I did a small qualitative study on teacher leadership. Here is a piece of the literature review from that study. Please feel free to weigh in (comment) with your ideas. I would be interested in what your take is on teacher leadership. Maybe I will post the entire study if anyone is interested.

Teacher Leader Awareness The term teacher leadership was first introduced to me as I sat in a sea of teachers at the Virginia Department of Education’s Teacher Quality Forum in March of 2002. Terry Dozier, director of the Center for Teacher Leadership, was at the podium describing the various roles of a teacher: teacher as researcher, teacher as writer, teacher as leader.

I was intrigued by the way she described a role I had recently been thrust into by being honored as Teacher of the Year in Virginia’s second largest school division. Teacher leadership--such an obvious idea--had never occurred to me. I questioned why? Why had none of my undergraduate or master’s level teacher preparation courses ever broached this concept? Principal as leader was the commonly accepted metaphor, with teacher as follower or teacher as worker as the only options I had ever considered. The last five years have been a whirlwind of personal discovery as I have followed this idea of teacher as leader in many different arenas. Inevitably it made perfect sense for me to choose “How is teacher leadership developed in William and Mary- educated novice teachers?” from the list of original research focus statements provided by School of Education faculty and listed in the “Phenomenological Group Research Study Foci Possibilities” document distributed in class.

Effective or decisive leadership is generally accepted as key to school success. Increasingly in the wake of “No Child Left Behind” legislation school leaders are being held accountable for the achievement of all students (Silva & Gimbert & Noaln, 2004). The data from the educational reform literature consistently highlights that effective leaders implement an indirect but powerful influence on a school's ability to improve its programs and upon increasing student academic success (Leithwood et al, 1999; Harris & Muijs, 2003). While student learning depends first, last, and always on teacher quality (Katzenmeyer & Moller, 2001) it has been demonstrated that the quality of leadership matters in determining the motivations of teachers and the quality of instruction in the classroom (Fullan, 2001; Segiovanni, 1999).

A quick review of the leadership research literature suggests that teacher quality is often intrinsic within the individual rather than the result of a collective action, and typically references to school leadership equate it with the principalship. A singular view of leadership, as in the administrative authority of a principal, remains constant in many districts across the country. Some credit this to the fact that schools as organizations have remained virtually unchanged for the last hundred years and equate leadership with authority and position (Harris & Muijs, 2003).

However, in an effort to adapt to emerging trends in school improvement and accountability, teachers at all levels are assuming greater roles of responsibility and leadership in this process of change (Harris & Muijs, 2003). Teacher leadership has quickly become widely recognized as a critical factor in meeting recent federal and state educational mandates, such as No Child Left Behind (McCay et al, 2001). Roland Barth (2001), a strong supporter of teacher leadership in schools, notes that there are at least ten areas, all of them having an impact on teacher-student relationships, in which teacher leadership is essential to the health of a school: choosing textbooks and instructional materials; shaping curriculum; setting standards for student behavior; deciding whether students are tracked into special classes; designing staff development and in-service programs; setting promotion and retention policies; deciding on school budgets; evaluating teacher performance; selecting new teachers; and selecting new administrators.

In light of No Child Left Behind, the current need for shared leadership has created many unanswered questions about how teacher leadership is defined, developed, and what purposes it should serve. Simply looking at the varied definitions of teacher leadership in current literature demonstrates the vast differences in perceptions about school leadership and how those roles should be filled. For example, Wasley (1991, p. 64) defines teacher leadership as "the ability to encourage colleagues to change, to do things they wouldn't ordinarily consider without the influence of the leader ". Similarly, Katzenmeyer & Moller (2001, p. 5) define teachers as leaders as: “teachers who are leaders within and beyond the classroom, identify with and contribute to a community of teacher learners and leaders, and influence others toward improved educational practice.” Lieberman (1992) claims that “teacher leadership roles are proliferating in greater variety than many thought possible” (p.161). Teacher leadership roles may be informal or formal and are as varied in nature as differing school contexts (Katzenmeyer & Moller, 2001).

Teacher leadership roles also vary in accordance with the professional development experience of the teacher. As teachers move through their careers they have different needs. How a teacher’s personal life stage relates to their career stage has an influence on their willingness to serve as a teacher leader (Super et al, 1989). For example, very early in their careers teachers often do not have families and have the time to devote to cultivating leadership skills and serving in leadership roles within the school setting. A few years later, the onset of children might make staying for meetings and serving on committees difficult. Again, as teachers near retirement, caring for aging parents might interfere with taking on leadership roles.

Cultivating teacher leadership early in a teacher's career is supported by researchers. According to Katzenmeyer and Moller (2001) teacher leadership development should begin in the preservice program at the university. Curriculum and field experiences should be structured in such a way that they emphasize a teacher’s responsibility toward school improvement and encourage beginning teachers to take on limited leadership roles at the beginning of their careers. In fact, many nontraditional beginning teachers with previous experience in the world of business expect to be involved in leadership roles once they graduate (Katzenmeyer and Moller, 2001).

Varying perspectives in research and theoretical literature concerning teacher leader role definition further explains the unique nature of the leadership activities in which teachers serve. Katzenmeyer and Moller (2001) explain that teacher leaders can serve in three main ways: through the leadership of students or other teachers as a facilitator, coach, mentor, trainer, curriculum specialist, or leading study groups; through the leadership of operational tasks such as keeping the school organized and moving towards its goals by serving on committees and performing action research; or through the leadership of decision making while serving on school improvement teams, creating business partnerships, and involvement in Parent Teacher Associations. Gehrke (1991) describes teacher leaders as individuals who: continuously work on improving their own teaching; provide curriculum development knowledge; participate in school decision- making; deliver inservice training for colleagues; and participate in peer evaluation.

Harris (2002) theorizes that there are four distinguishable dimensions of the teacher leadership role: brokering, participative leadership, mediating and forging relationships. Through brokering teachers are able to translate the precepts of school improvement into practice. When operating in the participative leadership role teachers feel part of the change or development of school improvement and collaboratively help fellow teachers by taking a lead in achieving a collective goal. Teacher leaders are important sources of information and expertise and can be utilized as a resource through acting as a mediator. And finally, by forging relationships with other educators, teacher leaders can model leadership techniques.

Other authors have identified even more facets of the teacher leadership role such as undertaking research (Ash, 2000), mentoring and induction (Sherrill, 1999), and sharing new ideas that have an impact on the school as a whole (Little, 2000). The important point emerging from the literature is that teacher leaders are, first, expert teachers, who spend the majority of their time in the classroom, and who in addition take on differing leadership roles at various times in their careers. The literature suggests that teacher leaders transform schools through these behaviors into professional learning communities (Katzenmeyer and Moller, 2001) that improve school functioning overall.

While the research clearly supports that teachers are assuming leadership roles, the question remains- are teacher education programs preparing them to operate successfully in these leadership positions? There is a growing realization that teachers need to explore teacher leadership concepts long before entering the classroom. Research suggests that many teachers are entering the job market ill-prepared to take on leadership roles. Higher education is criticized for being too narrow in its program development focus.

While it seems there is a concentration of courses on the teaching of content knowledge and methods, more institutions need to think about exposing future teachers to discussions about larger policy issues in education (Futrell, 2001). Preservice teachers need to understand not only the role of a teacher leader but why it is important that they strive to become one. Some colleges and universities have embedded the development of teacher leaders as part of the movement toward professional development schools. (McCay, 2001). These professional schools typically use mentoring as a way to develop teacher leadership skills in preservice educators. However, Sherrill (1999) has found that the teachers in these new leadership roles have experienced high levels of frustration. Teachers that were experiencing the frustration perceived they were unprepared to assume leadership roles relative to encouraging change, and felt that more intentional preparation was needed during their preservice and novice teacher stages to be successful with work as change agents. It seems what is needed in these teacher preparation programs is to help teachers understand the nature of leadership and how it relates to the school environment. According to Sherrill, universities may be quick to include competencies that support the concept of teacher leadership, but they do not necessarily develop programs of study that will prepare teachers to be leaders or to undertake a more active role in true school reform.

So What Do *You* Think?

The rest of the paper is a case study of  how a small liberal arts college in the south  has been intentional in its approach toward exposing preservice teachers to the concept of teacher leadership--if for no other reason that it helps prepare students for what lies ahead.

I would love to hear your thoughts about teacher leadership.

• Why is it that so many teachers do not see themselves as leaders?
• Should we start nurturing and identifying teacher leadership in our teacher education programs?
• What role does Web 2.0 play in the development of teacher leadership through the networks in which we operate?
• Are teachers who are netgenrs or digital natives, teacher leaders by default (even as novices) due to the skills and expertise they own and can teach other more seasoned teachers to do?

Would you be interested in reading more about my findings?

Photo credits:
http://digitalrich.blogspot.com/2006/12/leadership-thoughts-from-old-book.html
http://medicine.creighton.edu/AFA/images/mentor-myk.jpg
http://helenacobban.org/Pal-Isr-Mar-06/Jabaliya%20preschool--%20writing%20teacher.jpg

Comments

[Neil Rochelle]

I would love to share my thoughts about teacher leadership.

* Why is it that so many teachers do not see themselves as leaders?
This is a multifaceted problem. First, I think that many teachers are overwhelmed. They are more concerned about getting through the content, NCLB accountability, meeting with students and grading/providing feedback.
Another reason may be attributed to cultures. In many schools, it is not "cool" to be out there collaborating with "administrators" and being seen by colleagues as "special". I find this especially prominent in high schools.
As school leaders i.e. administrators I don't think we do a good enough job at "tapping" teachers that we see as leaders. I have grappled with this in my district and believe that this is essential in addressing the need for future leaders. Lets face it, not a lot of people are flocking to become principals or superintendents. I now believe there are 2 types to "tap" into. Those that will be future administrators and those that can be teacher leaders in helping move an initiative forward.
* Should we start nurturing and identifying teacher leadership in our teacher education programs?
This is an interesting question and comment Sheryl. In NY, one strategy many are advocating for is to tap our best high school students and discuss with them the merits of teaching in order to address the teacher shortage-especially in areas such as math, science and foreign language. I think that we can certainly have those conversations with students but high school students are extremely impressionable and just discovering themselves. I would be concerned that those without direction may go into the field without a true commitment. The college level is different. I think that higher education could play a part in identifying leaders. Those that are already in pre-service teaching programs already know that they want to be involved in education. They could/should be exposed to the variety of roles available in education other than teaching- staff developers, technology coordinators, administrators.
* What role does Web 2.0 play in the development of teacher leadership through the networks in which we operate?
This is how I got involved in this journey- attended a conference last summer on reforming high schools and spent a few days learning from Will Richardson. I brought along 2 teachers and a principal. These leaders evolved and are strong advocates, models and "teachers" of Web 2.0 technology in my district. They have shown great leadership capacity and while I have asked (to no avail) that a very talented teacher pursue administration, he now sees himself as a leader in a different capacity- working with colleagues and making systemic change from within the teacher ranks.
As we collaborate on-line, we could be encouraging talented individuals to move into leadership positions. A simple, "you've done some incredible things in your district and seem to have great leadership potential. Have you ever thought about being a principal or superintendent"?
* Are teachers who are netgenrs or digital natives, teacher leaders by default (even as novices) due to the skills and expertise they own and can teach other more seasoned teachers to do?
As I mentioned above, that is how the use of the read/write web is being integrated with instruction in my high school. One teacher (respected, seasoned and dedicated) began to share his work. Others became interested and now there is an entire learning community working together sharing Web 2.0 technologies and how to introduce these skills to our students.
............as always Sheryl, thanks for presenting the opportunity to think and respond to questions and issues I face on a daily basis.

[Sheryl Nussbaum-Beach]

Neil!

How exciting to have a superintendent with such well formed thoughts on teacher leadership. My thoughts below...

Neil said...
"In many schools, it is not "cool" to be out there collaborating with "administrators" and being seen by colleagues as "special". I find this especially prominent in high schools.
As school leaders i.e. administrators I don't think we do a good enough job at "tapping" teachers that we see as leaders. I have grappled with this in my district and believe that this is essential in addressing the need for future leaders."

I agree it is a cultural issue that is steeped in traditional ways of "doing" school and linear knowledge and leadership models.

Many principals feel threatened by distributed leadership- fearing if they empower their teachers things could get out of control. Very similar to the belief that teachers have about empowering their students and using a reversed mentorship learning model.

If schools are to remain relevant we have to make an intentional shift in culture- changing the top down leadership mentality for a shared leadership model and start to see the entire school as a learning ecology. (This includes community stakeholders)

Teachers who feel they are respected as educational leaders are more effective in and out of the classroom. Administrators who understand how to lead in such a way as to utilize the leadership skills of teachers while still allowing them to remain in the classroom are on the brink of managing the human capital in their buildings in ways they never dreamed. Talk about teacher quality!

Neil said...

"Lets face it, not a lot of people are flocking to become principals or superintendents. I now believe there are 2 types to "tap" into. Those that will be future administrators and those that can be teacher leaders in helping move an initiative forward."

Traditionally, folks have considered teacher leaders to be those who were destined for administration. I was chosen ToY out of 5,500 teachers so it was expected I should leave the classroom and take a desk job in central office. It was pitched to me that I could expand my understanding and see things from a 89 school perspective rather than a 1 classroom perspective -- so when I went back to the classroom I would be more effective in evoking change in the local setting.

Truth is... few of us go back. We get use to the money do not seem to fit in with the teachers (part of that culture thing you mentioned) anymore.

As we are making changes in the way we deliver curriculum and define literacy (School 2.0), I believe it is just as important to make changes in the way we nurture, support, and train teachers leaders. We need to help them lead from beyond their classrooms while allowing them to do what they love- teach.

The part that amazes me-- we now have the tools to establish virtual PLCs that can move teachers along a developmental continuum toward teacher leadership with a global emphasis by utilizing international connections and collaborations. As teachers are building efficacy, they have the confidence to model and empower their students to be successful in using 21st Century strategies.

I would love to discuss this thread with you in Skype. We could podcast it later if we come up with any thing substantial. Let me know if you are willing.

[Bud Hunt]

You're kind, Sheryl. I am very interested in the idea of teachers as leaders, particularly considering the paradoxical nature of the role. You gave me plenty to think about here.
Too often, I imagine, the only leadership that a teacher can take on is an administrative role -- and teachers have to usually leave the classroom in order to pursue that.
I also wonder about the treatment of teachers who step up in their schools as "leaders." I work with teachers to provide regular professional development. we learned very quickly that teachers shouldn't be working in their own schools, even if they're "expert" at the professional development being offered. It just isn't safe, sometimes, to attempt to "lead" at one's own school.
Sad, huh?

[Hasnah Mohd Akil]

Dear Sharyl,
When I got to your blog, I was actually reading abook by john gabriel about teacher leader. very interesting book which has given me actually definition and role of a teacher leader. Why many teacher do not see themselves as a leader has many reasons.
Maybe because during the teacher trainning programme never deliberately emphasise on the role of teacher as leader though i they are bright enough actually every day they are running this role.
Maybe most teachers perceive that leaders are those who hold the post or formal position in school. Hence lkeading to them are things like what is supposed to be done by the principal and vice or chairs of departments. So in the teacher's trainning leadership module as such need to be added. In the context of Malaysia, education focus a lot on exame. teachers are burdened with tasks to achieve excellent result at the national examinations. so much so the relationship develope amongst teachers is basically like any normal relationship far from developing collaboration/ partner in term of improvinng one's teaching skill. Most depend on courses organise by ministry of education. as nowadays issues on social ills wide spread among teenagers due to the lack of attention by parents and sense of direction in life the role of teacher as leader has become crucial.

[Eric Moor]

i am impressed on the idea of teachers as leaders. i would say it is timely because most teachers do not see themselves as leaders but participants in the teaching and learning process.

i am a professional teacher and after acquiring a masters degree in educational leadership and adminstration, i decided to increase on my work load and chase for more challenging tasks out of the classroom.

i first approach the headteacher of my school and asd her to permit me organise a workshop with fello teachers. the title was THE STRENGTH OF A TEACHER. infact it was a success and i deemed it necessary to move to other schools for the same purpose which is very fruitful and enriching.
i also get involved in writing articles about challenges students face in third world schools. this has cantibuted enormously for my growth and development and my role as a teacher.
for any clarity you may contact me on the email below
Eric Moor
my email is [email protected]

[Tony Khoury]

I'm interested in reading about ideas and experiences related to the teacher as a leader within/inside the classroom. Any literature out there about that?

Appreciaively,

Tony Khoury
[email protected]

[Derek Piper]

I am a former instructor at the University of Florida (educational psychology) who, a few years ago, decided to go back into the classroom (I have taught in 4th and 6th grades since). Ironically the money is better and the work is more geared toward my strengths as I have been a TOY twice - in two different school districts. I am also finishing my leadership certification. It was clear this year, as I asked for leadership opportunities from my principal, the term teacher-leader clearly arose.

I only mention this as I have had some very positive experiences with this. I would like to present workshops on differentiation in the summer (albeit my timing with the economy is a bit off!) and thus the idea of presenting to my staff was appealing. I also needed practicum credits and the teacher-leader label fit right in. There has been one big black-eye to this what should be seen as taking advantage of the opportunities given to me. I do have to admit that the relationship with a few of the staff clearly became strained and I believe that this group is spreading (if this happens often I think it would be an awesome qualitative study!).

Neil alludes to this quiet nicely in his response to Sheryl's piece with "In many schools, it is not 'cool' to be out there collaborating with 'administrators' and being seen by colleagues as 'special'". To be honest, I wonder if in the area of staff development this is even more of a problem? I had no issues with staff members when I was on decision-making teams...only here.

To be honest, I believe the teacher-leader as staff developer might better be served by allowing teachers to go to other schools to present. Presenting in front of collegues can often be an entirely different game than presenting in front of teachers at other schools.

Derek

P.S. I really love this blog..very thoughtful and many interesting links. I literally spent an hour merely browsing :)

[Lorraine Orenchuk]

Sheryl, I did a Google search on Teacher Leaders and eventually found this blogpost. I posted the find on Twitter as I have been asking others to identify a metaphor for teacher leadership. I enjoyed your post and the comments above mine are thoughtful, informative and challenging. My search was inspired by a grad course in teacher leadership that I am participating in this semester. My program is Instructional Technology, and this is a required course. It has been extremely beneficial to learn of the necessity for teacher leaders in our schools. They are the true force behind school reform and positive progress. Thanks for being a teacher leader. I will post a link to this blog post on our class discussion board and look forward to the discussions it inspires.

[Nishita Rayen,M.phil Human Resource Management,St.Joseph's college, Trichy.]

your approach to taeacher as a leader is an emerging concept and it was very informative too.Definitely teachers are the one who should nurture the leadership qualities in the students.They are the people who create the future leaders of our nation.Students are greatly influenced by the teacher's personality.Even the non-verbal cues of the teacher has value and is reflected in the students' behaviour.
Teachers should be very cautious in each and every word spelled out as it is stored in the students' mind.Thus it becomes a Prerequisite for the teacher to be initiative and skill provider to the students.It is the additional duty of the teacher to make the students to participate in seminars, and make them more interactive.Teacher as a leader will be an exuberent one.

[Kristy]

Is there any way that you could send me your literature review on "teacher leaders". I am working on a research project and would love to include your study as part of my resources.

[Lydia]

I am interested in the various bloggers' perspectives on how to leverage greater teacher leadership through policy and support initiatives from the state level. Elevating teacher voice in school improvement is critical. How is this done in ways that allow leadership to emerge without over-structuring it with needless requirements? How can we leverage success through state action?