1. Teacher Leadership EDU 224 | Newberry College

2. Teacher Leadership Why is teacher leadership important?
What’s the difference between a congenial and a collegial staff?
How can you lead (even as a first year teacher)?
By the end of class you should be able to answer these questions.

3. The point is that, in the 21st century school, all teachers are responsible for all students. The focus is not just on doing your job, but getting students – all students – to learn.
You work hard at what you do and, for the most part – if they try hard – students in your classes do okay, but a number of students in other people’s classes and in other subject areas are not being successful. Who is responsible?

4. List five people you know who are leaders.
Are any of them teachers?

5. What’s the deal. Why aren’t teachers considered leaders
What’s the deal? Why aren’t teachers considered leaders? Why don’t they consider themselves leaders?
Possible answers…
It’s a female-dominated profession and is stereotyped as such.
Teaching is viewed as easy. People who enter this “profession” are not ambitious.
In its schools society values non-competition, equality, and caring – competition and ambition are seen as detrimental, aggressive, and/or selfish.
Ambition is dangerous. Society blames everything on teachers so it’s best to lay low.
Current hierachical structures limit roles and reinforce teacher isolation.
Traditional hierachies emphasize seniority.
Teaching is traditionally autonomous.

6. Why is teacher leadership important?
Schools have become more complex and more accountable for results. We must make certain that every student learns at high levels. The status quo is no longer acceptable, and individual principals and teachers cannot make sure that happens on their own.
In a traditional school, teacher learning remains private. No one asks; no one tells. “As a result, the school’s instructional capacity [remains] static, no more than the sum of individual teachers’ strengths and deficits.”
- Susan Moore Johnson and Morgaen Donaldson in “Overcoming the Obstacles to Leadership,” Educational Leadership, 65(1)

7. Professional Learning Communities (PLCs)
Research shows that PLCs are effective ways of raising student achievement. Richard DuFour (2004) outlines three big ideas of a PLC:
Focus on learning rather than teaching. Work together to ask the right questions, collect the right data, and coordinate strategies.
Collaborate, team, and engage in systematic professional dialogue.
Focus on results.
Before discussing this slide, give students a definition of PLC: A PLC is a group of teachers working together to improve the learning of all their students. To do this they discuss and share data, research, and practices.
DuFour, R. (2004). What is a Professional Learning Community? Educational Leadership,

8. Two Thoughts… In a PLC, every teacher is a leader.
There is a big difference between being congenial and being collegial.
Which do you tend to be?
Congenial = friendly
Collegial = focused on the improvement of student learning

9. Why should you be a leader?
Not for the usual reasons
Leadership will make you a true change force for students.
Leadership will build your confidence and competence.
Leadership will reduce your isolation.
Leadership will allow you to expand your influence and vary your responsibilities.

10. Another Thought… Leadership doesn’t have to be a role.
It can be a mindset or a disposition.
Ask students what they can do over the next four years to develop a disposition toward collegiality and leadership.

11. What do teachers do that is leadership?
Write an op-ed for your local newspaper.
Write a letter to your local representative.
Write an instructional article for a professional journal.
Join a professional organization and read their journal regularly.
Join a committee and make it work well.
Conduct some research in your classroom and share it.
Start a needed program.
Go to a conference and share what you learned.
Give advice and/or feedback to your principal.
Be a model.
Don’t participate in gossip or complaining.
Inspire your colleagues to focus on students.
Network with other educators.
Share your instructional materials.
Work with colleagues to develop curriculum guides and assessments.
Act as a mentor.
Advocate for students and their families.
Bring an opportunity to your school.
Involve colleagues in professional dialogue.

12. What do teachers do that is not leadership?

13. Check out Linda Lambert’s Rubric of Emerging Teacher Leadership
Check out Linda Lambert’s Rubric of Emerging Teacher Leadership. (Appendix B, 2003, ASCD)

14. What’s due?
Assign/discuss homework. Discuss next steps.