1. Delaware Academy of School Leaders Policy and Practice Institute
June 28, 2005
Dr. Marilyn Katzenmeyer
Professional Development Center
Tampa, Florida
Phone:

2. Context for leadership
What?
Context for leadership
So what?
Teacher leadership
Now what?
Power of each one of us

3. Current Challenges in Leadership Development
Greater accountability for outcomes
Challenge and opportunity of high retirement rates of school leaders
Growing challenge of retaining teachers
New knowledge and skills required by changes in the leaders work

4. The public has a right to expect results from our schools.
-Jeff Howard

5. Standards and accountability provide us with a two edged sword
Standards and accountability provide us with a two edged sword. On the one hand it hurts kids, and teachers and schools. On the other hand, for a long time we didn't care about kids who didn't do well in schools. We are 2-5 years away from getting into good discussions about learning and how we measure it and figuring out what it takes to help all children learn.
-James Comer,Yale University

6. Circumstances we find ourselves in now blunt the creativity of teachers; there is no joy in complying; it has no inspiration to it. We can not attract and retain people to the teaching profession under these circumstances.
- John Goodlad
University of Washington

7. Retaining Quality Teachers

8. 40-50% leave the profession within the first five years.
Ingersoll, 2003

9. Why we
Leave T

10. Lack of mentoring support
Darling-Hammond, 2003 T

11. Lack of autonomy
Fox & Certo, 1999; Hirsch, 2001 T

12. Lack of input into school decision making
Darling-Hammond, 2003; Ingersoll, 2002 T

13. Why we
Stay T

14. Positive school leadership
Bolich, 2001; Ingersoll, 1999; Weiss, 1999 T

15. Autonomy in the classroom
Williams, 2003 T

16. Positive relationships with peers
Cockburn, 2002; Fox & Certo, 1999 T

17. Context for leadership
What?
Context for leadership
So what?
Teacher leadership
Now what?
Power of each one of us

18. Awakening the Giant
Teacher Leadership

19. Distributed Leadership
Shared Leadership
Parallel
Leadership
Leadership Capacity
Teacher Leadership

20. Teacher Leadership Lead within and beyond the classroom
Influence others toward improved practice
Promote a community of leaders & learners within the school

21. Hierarchical structure
Why some teachers
are hesitant….
Whoa
Egalitarian ethic
Hierarchical structure
Fear

22. for instructional improvement
Facilitator
Coach
Counselor
Sponsor
Lead teacher
for instructional improvement
Technology liaison
Trainer
Grant writer
Team leader
Continuum of Roles
for Teachers

24. Shared Leadership
Principals must disavow themselves of the notion that they must be leader for each person in the school. Instead they entrust and enable all staff to grow meaningful relationships with one another.
Gordy Donaldson, 2000
Where there is less reliance on “hero” leader, teachers share leadership. Teaching and learning improve.
Heller & Firestone, 1994

25. Principal
No longer
the single, heroic leader

26. professional learning
Principals as good managers
Principals as instructional leaders
Principals
engage in
shared
decision-
making
Principals encourage
professional learning
communities

27. A Model of Effective Job Performance
The individual’s
competencies
The job’s
demands
The organizational
environment
Effective,
specific actions or
behavior
Boyatzis, R.E. (1982) The competent manager: a model for effective performance. New York: John Wiley & Sons.

28. …teacher leadership development should be approached as an issue of organizational change and not merely a task of enhancing individual opportunity and capacity.
Smiley & Denny

29. What Conditions Need to Be Present to Enhance Student Learning
What Conditions Need to Be Present to Enhance Student Learning? Newmann and Wehlage, 1995
Schools as Professional Communities
Teachers pursue a clear shared purpose for all students’ learning
Teachers engage in collaborative activity to achieve the purpose
Teachers take collective responsibility for student learning
Newman & Wehlage, 1995

30. Which is most like your school?
Fragmented individualism
Balkanization
Contrived collegiality
Collaboration
(Andy Hargreaves)

31. Learning Communities
Individual intelligence
Collective intelligence
Isolation
Collaboration
Learned
Learners
Information as asset to be protected
Information as resource to be distributed

32. Learning Communities
Struggling alone
Problem solving with others
“My” students
Collective responsibility
Locus of control for student learning lies with teachers
“Students can’t learn”
Teacher leaders
in formal roles
Every teacher is a leader

33. Leading in a culture of change does not mean placing changed individuals into unchanged environments. Rather, change leaders work on changing the context, helping create new settings conducive to learning and sharing that learning.
Fullan, 2001

34. Is the context in your school supporting teacher leadership?
School Context?
Is the context in your school
supporting teacher leadership?

35. Developmental Focus
Are teachers supported in learning new knowledge and skills & encouraged to facilitate
the learning of others?

36. Are teachers respected & recognized?
Recognition
Are teachers respected & recognized?

37. Participation
Are teachers actively involved in making decisions & have input to important matters?

38. Autonomy
Are teachers encouraged to make improvements and to innovate; are barriers removed?

39. Do teachers send and receive communication in open, honest ways?
Open Communication
Do teachers send and receive communication in open, honest ways?

40. Positive Environment
Do teachers experience a positive climate & effective administrative leadership?

41. Do teachers collaborate on instructional & student related matters?
Collegiality
Do teachers collaborate on instructional & student related matters?

42. The power
of what each of us can do

43. What universities can do...
What superintendents can do...
What district level staff can do...
What principals can do...
What teachers can do...

44. The Power of All
of Us

45. Never doubt that a small group of thoughtful, dedicated people
can change the world.
Indeed, it is the only thing that ever has.
Margaret Mead

46. Context for leadership
What?
Context for leadership
So what?
Teacher leadership
Now what?
Power of each one of us