How teacher leadership matters to all?
Katzenmeyer and Moller (2009) illustrate teacher leadership as a sleeping giant. On the one hand, a lot of teachers still vision their profession as either a teacher, who deals with teaching in the classroom, or an administrator, who makes big decisions in school. On the other hand, if teacher leadership is well provoked, its giant power will definitely help make positive changes to the students’ achievements and the school success. As both authors emphasize, “the status of teachers will be improved when teacher leadership is the norm and when we never again hear the phrase just a teacher uttered by a state commissioner, a local school board member, a superintendent, or especially by teachers themselves”. (p. 158)
There are actually many faces of teacher leaders. Teacher leaders are commonly recognized as the teachers who are not limited within the classroom walls; they are ready to exert more influence both within and outside of the school environment. Currently, teacher leaders are supposed to take a wide range of roles to support the school and student success, some of which are assigned formally and others of which are shared informally. Based on the study with Dr. Robinson, I have summarized my own definition of teacher leaders as followed:
1. Competent teaching professionals.
In Awakening the Sleeping Giant (Katzenmeyer & Moller, 2009), both authors emphasize that “before others will accept a teacher as a leader, that teacher must be successful with his or her students”. (p.68) Teacher leaders are, first of all, confident teachers, who have become secure in teaching methodologies as well as classroom management skills. Consequently, these teacher leaders are better accepted because their colleagues feel safe and supported when seeking help from them. According to Dr. Pope, a teacher leader is an academic expert who knows the best approaches to teach; thus, he or she could help novice teachers to grow up to experienced teachers as well. As Katzenmeyer and Moller emphasize, “If a teacher is not proficient in teaching skills, then the focus in the classroom is now the survival level. This teacher will need to develop classroom expertise before leading beyond the classroom.” (p. 68)
2. Lifelong learners.
Even though a teacher leader is primarily recognized as being confident in his or her teaching, he or she does not necessarily need to be an expert in education so as to lead. The reason is that in the profession of teaching, lifelong learning is highly valued. Since school is a typical learning community where learning and collaboration happen every day, a teacher definitely has time and opportunity to be a better teacher and a better leader. As Ten Roles for Teacher Leaders (2007) mentions, “among the most important roles teacher leaders assume is that of learners. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.” Teachers need to strive for learning new things since one of the world-recognized education goals is to foster future lifelong learners.
On the other hand, constant and purposeful learning is the requirement when working with multiple generations in the teaching team. In Awakening the Sleeping Giant (2009), the authors especially emphasize that “the balance between the needs of different generations is a major factor in today’s schools”. (p.71) To avoid becoming an annoying, preacher-style teacher leader, one needs to actively immerse in new ideas and new technologies so as to be more meaningful and effective when exerting influence among teachers.
3. Valid change advocates.
Teacher leaders are open to changes. Furthermore, they are brave enough to be change advocates. In the last chapter of Awakening the Sleeping Giant (2009), both authors emphasize this specific characteristic of teacher leaders. They notice that “the strongest potential for advocacy is within teacher themselves, and the solutions rely on the deliberate actions of teacher leaders who are realistic about the current problems and potential obstacles yet still find ways to work with their colleagues and others in productive ways”. (p.156) Oftentimes, the decisions made purely by administrators or authorities are either unrealistic or irrational since they do not have hands-on experience in teaching. Under this circumstance, decisions are under consideration of various perspectives, and individuals can truly be the power of changes. Among all parties who care about education, teacher leaders definitely play a crucial role in building a better learning community for the students they always care about through considerate advocacies.
4. Active listeners.
While interviewing Ms. Bian, the vice principal of Beijing Royal School, she especially includes active listening as one of the critical skills that she has learned to be a more effective teacher leader. It is obvious that active listening provides opportunities to better collaborate with fellow colleagues. In Active Listening Checklist (2010), active listeners are recognized as people who “intentionally focus on speakers and strive to understand messages before responding, even when they might not agree with what a speaker is saying”. In a school setting, active listening skills are highly valued because teachers need to build connection with multiple parties, such as their students, colleagues, and administrators. To achieve positive outcomes when having a conversation with other parties, teachers need to exhibit active listening skills consisting of focused attention, proper reflection, appropriate gestures, and most importantly, respect.
5. Rational speakers.
Teacher leaders serve as rational speakers so as to achieve positive results which benefit the student learning and the overall development of the school. In 13 Steps to Teacher Empowerment (2009), Zemelman and Ross notify about how to effectively speak out in front of various parties. In “Chapter 7: Speaking up”, for instance, the authors illustrate thoughtful methods to speak up constructively, the purpose of which is to form a positive attitude towards school issues and to provoke the issue through a more strategic approach. On the other hand, it is essential for teachers to balance keeping silent and speaking up irrationally. Furthermore, a rational speaker is aware of how to approach sensitive issues to the decision makers with careful planning beforehand.
6. Effective reflectors.
Teacher leaders discern active reflection as one crucial element when accomplishing a task. The purpose of effective reflection is to upgrade teaching qualities and to enhance the efficiency of the teacher team. In “Chapter 6: Go Meta” of 13 Steps to Teacher Empowerment (2009), the authors focus on how to build positive connection between reflection and planning. According to the authors, “teachers, especially the best teachers, because we’re trying to do so much-are particularly crunched for quality thinking time and need more time to reflect, both with colleagues and on our own.” (p. 67) It means that both reflection together and self-reflection are beneficial to problem-solving and decision making.
When Dr. Pope talked about how she shaped her article Reflection and Refraction: A Reflexive Look and Evolving Model for Methods Instruction (1999), she deliberately interpreted her vision in these two actions - reflection is looking into the mirror and see yourself, and refraction is seeing me, and at the same time seeing you in the mirror (or turn the mirror to another angle). Her explanation indicates that teachers need to pay special attention to how students learn, not only how we teach. She also said that the process of teaching was not a self-generated inquiry, but a problem-generated inquiry. To interpret her words, I think reflection is not the end of problem-solving. Finding new problems and solving them is an unceasing cycle.
7. Collaboration believers.
Even though the articles and books we have been reading shape the image of teacher leadership from different perspectives, almost all of them speak highly of collaboration as a critical feature of effective teacher leaders. In Smarter Teacher Leadership (2016), both authors mention that “the commitment by teachers to improve student achievement and school performance can occur at three levels: individual professional development, collaboration and teamwork with colleagues, and active support for a positive organizational change in policies, processes, resources, and infrastructure.” (p.10) The second level, apparently, happens when every teacher contributes his or her wisdom and is willing to share ideas and resources to create a unified force. Meantime, new teachers especially benefit from collaboration as “as an element that contributes to their success.” (as cited in Johnson, 2012, p. 56).
Within a certain school, collaboration helps build a promising learning community as well as influential teacher leaders. The four guest speakers from Fox Road Elementary all talked about collaborating and sharing with peer teachers. Furthermore, among all successful countries and regions with advanced education systems, such as Finland, Japan, and Shanghai, collaboration is extremely valued. We can then indicate that collaboration is the core of all characteristics which shape positive teacher leadership environment.
8. Positive conflict resolvers.
Effective teacher leaders resolve conflicts purposefully and strategically. The video How to Manage People and be a Better Leader gives us a glimpse on how to deal with conflicts among different parties in business. These strategies mentioned in the video can also be adapted in school settings when conflicts inevitably happen, like talking to parents about controversial student issues. No matter the conflict happens in a face-to-face conversation or through a phone call, teachers need to be active listeners first, be calm enough to ease the tension, be responsible, and then provide realistic and unbiased suggestions.
Despite the cultural, generation, and gender differences in resolving conflicts, the “In What Way Might I /We …” conflict defining method provided by Dr. Robinson could apply to all circumstances. Dr. Robinson reminds us that the core information transferred from the problem-finding question is that “I”, or “We” who are responsible to resolve the problem, not the other parties who are involved in this certain situation since we are not capable of controlling other people’s mind or actions.
9. Helpful mentors.
Great teacher leaders are always helpful and supportive mentors. No matter whether mentoring happens formally or voluntarily, it impacts to large extent the new teachers’ teaching and the student academic success. In 13 Steps to Teacher Leadership (2009), both authors mention that “What teachers who work in true learning communities realize is that to develop as an educator, one needs the kind of serious analysis of teaching that can occur only among colleagues.” (p. 47) They further explain that “what teachers need as professionals is to talk about the things that matter most to their kids’ learning.” (p.48) When new teachers are provided hands-on strategies that they could easily adapt to their own teaching, they feel more secure, and consequently, their potentials could be realized.
On the other hand, mentoring is not a one-way street. Supporting new teachers benefit both the new teachers to the educational field and the mentors as well. Through observing the new teacher’s class, the mentor could build trust among peers. Meantime, it is a sense of satisfaction for mentors that their effort could benefit the professional development of the less-experienced colleagues. What’s more, it is an action to contribute to a healthy and positive teaching environment schoolwide.
Generally speaking, many characteristics of successful teachers overlap those of effective teacher leaders, such as being competent in teaching and willing to collaborate. It is not that these successful teachers are reluctant to contribute more beyond their classrooms; they may not be familiar with what teacher leadership is and how it could tremendously benefit the students’ growth and the improvement of the school. Therefore, teacher leadership training should be included in the regular teacher professional development sessions. When more teachers are aware of their potentials of being great teacher leaders and are ready to realize their potentials collaboratively and enthusiastically, students will definitely benefit from the positive school environment. In this case, the school is not only a refuge, as Dr. Hartenstine referred to in the Wake County School Board Meeting, but also a merry land, for all.
Action Plan:
PD goals:
1. To involve more teachers to be effective teacher leaders.
2. To create a more positive teacher team.
Steps:
1. Advocate the concept of teacher leadership in the school staff meeting.
2. Start with one grade; introduce the details of how to become teacher leaders in weekly grade level meetings
Contents may include:
1) Personality identification
2) Characteristics of effective teacher leaders
3) How to have a say in school
4) How to be an active listener
5) Conflict resolution strategies
3. Encourage teachers to share their ideas of how to be teacher leaders; teachers share how they implement the teacher leadership topics in their daily work;
4. Self-evaluate the performance and growth as a teacher leader.
5. Teachers share their learning and practices in the school staff meeting.
There are actually many faces of teacher leaders. Teacher leaders are commonly recognized as the teachers who are not limited within the classroom walls; they are ready to exert more influence both within and outside of the school environment. Currently, teacher leaders are supposed to take a wide range of roles to support the school and student success, some of which are assigned formally and others of which are shared informally. Based on the study with Dr. Robinson, I have summarized my own definition of teacher leaders as followed:
1. Competent teaching professionals.
In Awakening the Sleeping Giant (Katzenmeyer & Moller, 2009), both authors emphasize that “before others will accept a teacher as a leader, that teacher must be successful with his or her students”. (p.68) Teacher leaders are, first of all, confident teachers, who have become secure in teaching methodologies as well as classroom management skills. Consequently, these teacher leaders are better accepted because their colleagues feel safe and supported when seeking help from them. According to Dr. Pope, a teacher leader is an academic expert who knows the best approaches to teach; thus, he or she could help novice teachers to grow up to experienced teachers as well. As Katzenmeyer and Moller emphasize, “If a teacher is not proficient in teaching skills, then the focus in the classroom is now the survival level. This teacher will need to develop classroom expertise before leading beyond the classroom.” (p. 68)
2. Lifelong learners.
Even though a teacher leader is primarily recognized as being confident in his or her teaching, he or she does not necessarily need to be an expert in education so as to lead. The reason is that in the profession of teaching, lifelong learning is highly valued. Since school is a typical learning community where learning and collaboration happen every day, a teacher definitely has time and opportunity to be a better teacher and a better leader. As Ten Roles for Teacher Leaders (2007) mentions, “among the most important roles teacher leaders assume is that of learners. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.” Teachers need to strive for learning new things since one of the world-recognized education goals is to foster future lifelong learners.
On the other hand, constant and purposeful learning is the requirement when working with multiple generations in the teaching team. In Awakening the Sleeping Giant (2009), the authors especially emphasize that “the balance between the needs of different generations is a major factor in today’s schools”. (p.71) To avoid becoming an annoying, preacher-style teacher leader, one needs to actively immerse in new ideas and new technologies so as to be more meaningful and effective when exerting influence among teachers.
3. Valid change advocates.
Teacher leaders are open to changes. Furthermore, they are brave enough to be change advocates. In the last chapter of Awakening the Sleeping Giant (2009), both authors emphasize this specific characteristic of teacher leaders. They notice that “the strongest potential for advocacy is within teacher themselves, and the solutions rely on the deliberate actions of teacher leaders who are realistic about the current problems and potential obstacles yet still find ways to work with their colleagues and others in productive ways”. (p.156) Oftentimes, the decisions made purely by administrators or authorities are either unrealistic or irrational since they do not have hands-on experience in teaching. Under this circumstance, decisions are under consideration of various perspectives, and individuals can truly be the power of changes. Among all parties who care about education, teacher leaders definitely play a crucial role in building a better learning community for the students they always care about through considerate advocacies.
4. Active listeners.
While interviewing Ms. Bian, the vice principal of Beijing Royal School, she especially includes active listening as one of the critical skills that she has learned to be a more effective teacher leader. It is obvious that active listening provides opportunities to better collaborate with fellow colleagues. In Active Listening Checklist (2010), active listeners are recognized as people who “intentionally focus on speakers and strive to understand messages before responding, even when they might not agree with what a speaker is saying”. In a school setting, active listening skills are highly valued because teachers need to build connection with multiple parties, such as their students, colleagues, and administrators. To achieve positive outcomes when having a conversation with other parties, teachers need to exhibit active listening skills consisting of focused attention, proper reflection, appropriate gestures, and most importantly, respect.
5. Rational speakers.
Teacher leaders serve as rational speakers so as to achieve positive results which benefit the student learning and the overall development of the school. In 13 Steps to Teacher Empowerment (2009), Zemelman and Ross notify about how to effectively speak out in front of various parties. In “Chapter 7: Speaking up”, for instance, the authors illustrate thoughtful methods to speak up constructively, the purpose of which is to form a positive attitude towards school issues and to provoke the issue through a more strategic approach. On the other hand, it is essential for teachers to balance keeping silent and speaking up irrationally. Furthermore, a rational speaker is aware of how to approach sensitive issues to the decision makers with careful planning beforehand.
6. Effective reflectors.
Teacher leaders discern active reflection as one crucial element when accomplishing a task. The purpose of effective reflection is to upgrade teaching qualities and to enhance the efficiency of the teacher team. In “Chapter 6: Go Meta” of 13 Steps to Teacher Empowerment (2009), the authors focus on how to build positive connection between reflection and planning. According to the authors, “teachers, especially the best teachers, because we’re trying to do so much-are particularly crunched for quality thinking time and need more time to reflect, both with colleagues and on our own.” (p. 67) It means that both reflection together and self-reflection are beneficial to problem-solving and decision making.
When Dr. Pope talked about how she shaped her article Reflection and Refraction: A Reflexive Look and Evolving Model for Methods Instruction (1999), she deliberately interpreted her vision in these two actions - reflection is looking into the mirror and see yourself, and refraction is seeing me, and at the same time seeing you in the mirror (or turn the mirror to another angle). Her explanation indicates that teachers need to pay special attention to how students learn, not only how we teach. She also said that the process of teaching was not a self-generated inquiry, but a problem-generated inquiry. To interpret her words, I think reflection is not the end of problem-solving. Finding new problems and solving them is an unceasing cycle.
7. Collaboration believers.
Even though the articles and books we have been reading shape the image of teacher leadership from different perspectives, almost all of them speak highly of collaboration as a critical feature of effective teacher leaders. In Smarter Teacher Leadership (2016), both authors mention that “the commitment by teachers to improve student achievement and school performance can occur at three levels: individual professional development, collaboration and teamwork with colleagues, and active support for a positive organizational change in policies, processes, resources, and infrastructure.” (p.10) The second level, apparently, happens when every teacher contributes his or her wisdom and is willing to share ideas and resources to create a unified force. Meantime, new teachers especially benefit from collaboration as “as an element that contributes to their success.” (as cited in Johnson, 2012, p. 56).
Within a certain school, collaboration helps build a promising learning community as well as influential teacher leaders. The four guest speakers from Fox Road Elementary all talked about collaborating and sharing with peer teachers. Furthermore, among all successful countries and regions with advanced education systems, such as Finland, Japan, and Shanghai, collaboration is extremely valued. We can then indicate that collaboration is the core of all characteristics which shape positive teacher leadership environment.
8. Positive conflict resolvers.
Effective teacher leaders resolve conflicts purposefully and strategically. The video How to Manage People and be a Better Leader gives us a glimpse on how to deal with conflicts among different parties in business. These strategies mentioned in the video can also be adapted in school settings when conflicts inevitably happen, like talking to parents about controversial student issues. No matter the conflict happens in a face-to-face conversation or through a phone call, teachers need to be active listeners first, be calm enough to ease the tension, be responsible, and then provide realistic and unbiased suggestions.
Despite the cultural, generation, and gender differences in resolving conflicts, the “In What Way Might I /We …” conflict defining method provided by Dr. Robinson could apply to all circumstances. Dr. Robinson reminds us that the core information transferred from the problem-finding question is that “I”, or “We” who are responsible to resolve the problem, not the other parties who are involved in this certain situation since we are not capable of controlling other people’s mind or actions.
9. Helpful mentors.
Great teacher leaders are always helpful and supportive mentors. No matter whether mentoring happens formally or voluntarily, it impacts to large extent the new teachers’ teaching and the student academic success. In 13 Steps to Teacher Leadership (2009), both authors mention that “What teachers who work in true learning communities realize is that to develop as an educator, one needs the kind of serious analysis of teaching that can occur only among colleagues.” (p. 47) They further explain that “what teachers need as professionals is to talk about the things that matter most to their kids’ learning.” (p.48) When new teachers are provided hands-on strategies that they could easily adapt to their own teaching, they feel more secure, and consequently, their potentials could be realized.
On the other hand, mentoring is not a one-way street. Supporting new teachers benefit both the new teachers to the educational field and the mentors as well. Through observing the new teacher’s class, the mentor could build trust among peers. Meantime, it is a sense of satisfaction for mentors that their effort could benefit the professional development of the less-experienced colleagues. What’s more, it is an action to contribute to a healthy and positive teaching environment schoolwide.
Generally speaking, many characteristics of successful teachers overlap those of effective teacher leaders, such as being competent in teaching and willing to collaborate. It is not that these successful teachers are reluctant to contribute more beyond their classrooms; they may not be familiar with what teacher leadership is and how it could tremendously benefit the students’ growth and the improvement of the school. Therefore, teacher leadership training should be included in the regular teacher professional development sessions. When more teachers are aware of their potentials of being great teacher leaders and are ready to realize their potentials collaboratively and enthusiastically, students will definitely benefit from the positive school environment. In this case, the school is not only a refuge, as Dr. Hartenstine referred to in the Wake County School Board Meeting, but also a merry land, for all.
Action Plan:
PD goals:
1. To involve more teachers to be effective teacher leaders.
2. To create a more positive teacher team.
Steps:
1. Advocate the concept of teacher leadership in the school staff meeting.
2. Start with one grade; introduce the details of how to become teacher leaders in weekly grade level meetings
Contents may include:
1) Personality identification
2) Characteristics of effective teacher leaders
3) How to have a say in school
4) How to be an active listener
5) Conflict resolution strategies
3. Encourage teachers to share their ideas of how to be teacher leaders; teachers share how they implement the teacher leadership topics in their daily work;
4. Self-evaluate the performance and growth as a teacher leader.
5. Teachers share their learning and practices in the school staff meeting.