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 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 • Perceptions of the characteristics of a teacher leader • Leadership roles played and training received • Desired leadership roles • Needs with regard to training
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 Teacher listservs and networks • National Teacher Forum Listserv • NBPTS Network Advisory Committee Networks • Southeastern Virginia NBCT Network • Virginia Teacher Forum
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.
Recognized Teachers are Confident About Themselves as Teacher Leaders 97% 96% 82%
Self Perception of Leadership Skills I have the knowledge and skills to. . .
Teacher Leaders Lack Confidence in Key Areas I am knowledgeable about. . .
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 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 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
Disconnect Between the Perceived Role of Teacher Leaders and the Skills Needed
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 Have you received training for ALL of the leadership roles you have played? (N=177) • Yes 18% • No – 82%
Mentoring and Coaching 38% NT 47% NT
Educational Policy and Issues 53% NT 79% NT
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.
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 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 • Time • Lack of training
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.