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Teacher Leaders: Self Perceptions and Training Needs. Terry Dozier, Director Rhonda “Nikki” Barnes, NBCT-in-Residence Center for Teacher Leadership Virginia Commonwealth University School of Education. Survey. The survey sought to discover recognized teachers’ Self perceptions

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teacher leaders self perceptions and training needs

Teacher Leaders: Self Perceptions and Training Needs

Terry Dozier, Director

Rhonda “Nikki” Barnes, NBCT-in-Residence

Center for Teacher Leadership

Virginia Commonwealth University

School of Education

survey
Survey

The survey sought to discover recognized teachers’

  • Self perceptions
  • Perceptions of the characteristics of a teacher leader
  • Leadership roles played and training received
  • Desired leadership roles
  • Needs with regard to training
methodology
Methodology

Purposeful sample of recognized teachers

  • Teachers of the Year
  • National Board Certified Teachers
  • Disney Teachers
  • Milken Educators
  • Presidential Math and Science Awardees
the sample
The Sample

Teacher listservs and networks

  • National Teacher Forum Listserv
  • NBPTS Network Advisory Committee Networks
  • Southeastern Virginia NBCT Network
  • Virginia Teacher Forum
respondents
Respondents
  • Survey link was sent to approximately 300 teachers, 179 responded (60% response rate).
  • Virginia was over sampled
  • 37 states had at least one respondent, most likely a former State Teacher of the Year or runner up.
slide9

Self Perception of Leadership Skills

I have the knowledge and skills to. . .

self perceptions in the area of educational policy
Self-Perceptions in the Area of Educational Policy

I am knowledgeable of the needs of educational policymakersand skilled at discussing educational policy with them. (N= 177)

1%

23%

25%

40%

11%

strongly agree characteristics
Strongly Agree Characteristics

Of the 20 teachers who indicated they strongly agree

  • 15 were Teachers of the Year (TOYs) – 75%
  • 11 were NBCTs – 55%
    • Of the eleven NBCTS, 6 (54%) were also TOYS
  • ALL who responded “strongly agree” were TOYS, NBCTS, or Both
teachers of the year more confident in the policy arena
Teachers of the Year More Confident in the Policy Arena

I have knowledge of and am skilled at discussing policy.

  • 57% of TOYs strongly agree/agree
  • 26% of NBCTs strongly agree/agree

The best combination appears to be TOYs who are also NBCTs

  • 63% of the TOY/NBCT combos strongly agree/agree
most common leadership roles
Most Common Leadership Roles
  • Staff Development (93%)
  • Curriculum Development (84%)
  • Grade Level/Department Chair (84%)
  • Mentoring New Teachers(82%)
  • Coaching Experienced Teachers (65%)
training received
Training Received

Have you received training for ALL of the leadership roles you have played? (N=177)

  • Yes 18%
  • No – 82%
desired leadership roles
Desired Leadership Roles

Please select the TOP THREE areas in which you have NOT served as a teacher leader but would like to serve as one. (N = 179)

TOP THREE ARE…

  • Teacher Recruitment
  • Educational Policy and Issues
  • Advisor to Policymaking Group

95%of the respondents chose one of these three areas.

slide21

Recognized Teachers Want Training to Help Them Become Effective in the Policy Arena

Top 3 Aspects of Teacher Leadership in Which Additional Training is Needed

training needed
Training Needed

Please select the TOP THREE aspects of teacher leadership for which you feel you need additional training (N=179)

Every respondent choseUnderstanding Educational Policy and IssuesorWorking CollaborativelyWith Educational Policy Makersas one area in which they needed training.

barriers to teacher leadership
Barriers to Teacher Leadership
  • Time
  • Lack of training
conclusions
Conclusions
  • Self Perceptions
  • Characteristics of a Teacher leader
  • Lots of leadership roles/positions
  • Not trained for all
  • Almost no leadership in policy and those who did lead…had no training
  • Recognized teachers want to be trained in and have opportunities to influence educational policy.
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