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Putting the Leader in Teacher Leaders

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  1. Putting the Leader in Teacher Leaders Karen Rohrs Director, Professional Development Courtney Lowe Director, Curriculum and Assessment http://bit.ly/Pn992v

  2. Goals for the Session Participants will ... 1. Explore a conceptual framework for consideration of teacher leadership based on research • 2. Explore: • definitions of teacher leadership • what it takes to be an effective teacher leader • practices and competencies • ways to develop valued competencies

  3. As we begin .... • What makes leaders in your school successful? • In your experience, do the best teachers make the best teacher leaders? • How should teacher leadership intersect with the role of the principal and other administrators?

  4. WHAT IS TEACHER LEADERSHIP?

  5. Assumptions Source: Crowther, F. Kaagan, S., Ferguson, M, & Hann, L. (2002). Developing Teacher Leaders: How Teacher Leadership Enhances School Success. Corwin Press, California. (Page 110)

  6. Assumptions Dialogue 1.  Where along the lines between the contrasting elements does your present school situation best fit?  In what ways is this similar to your personal response? 2.  In what ways might the assumptions facilitate or impede progress? Source: Crowther, F. Kaagan, S., Ferguson, M, & Hann, L. (2002). Developing Teacher Leaders: How Teacher Leadership Enhances School Success. Corwin Press, California. (Page 110)

  7. Definitions of Teacher Leadership 1. What are the big ideas from the definitions? 2. What are some things that you anticipated reading, but were not represented here? 3. What might you take from these for your own situation?

  8. Types of Teacher Leaders FORMAL teacher leaders - positional "authority" • Department Chair • Instructional Coach • Mentor INFORMAL teacher leaders - spontaneous, organic. Their influence stems from their expertise and practice. Wasley (1991) found informal teacher leaders more influential than formal teacher leaders Wasley, P.A. (1991) Teachers who lead: The rhetoric of reform and the realities of practice. New York: Teachers College Press.

  9. Definitions of Teacher Leadership Through 3 Waves of Practice 1st Wave: TLs served in formal roles, typically as an extension of administration, with the goal of improving school efficiency 2nd Wave: TLs capitalized on instructional expertise and served as curriculum leaders, staff developers, and mentors to new teachers 3rd Wave: TLs central to the process of "reculturing" schools to maximize instructional expertise. Recognition of the fact that promoting improvement requires a collaborative culture focused on continuous learning, which necessarily involves teachers as creators of culture. Source: Silva, D. Y., Gimbert, B. & Nolan, J. (2000) Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102, 779-804 cited in York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research, 74(3), 255–316.

  10. WHAT DO TEACHER LEADERS DO?

  11. Principles of Teacher Leadership • Model effective practices • Respected by their peers, approachable • Continue to teach, continuous learners • Influence extends beyond their own classroom • Diverse yet distinctive • Can be nurtured (knowledge and skills, dispositions) • Advance "social sustainability" • Collaborative; influential; group skills • Transformational, manage a process of change • Further the mission of the school; work toward shared goals; learning oriented

  12. Teachers, Teacher Leaders, Administrators ADMINISTRATORS TEACHER LEADERS TEACHERS

  13. Teacher Leaders & Administrators "If educational improvement is going to last, it must depend on more than a few leaders...it must not be built on the capacities of individual leaders but rather on powerful communities of teacher leadership that continue to make and sustain change with, and alongside, administrators." - Andy Hargreaves in Crowther (pg. xii) "Teacher leadership occurs most readily in supportive organizational environments." (Crowther, page 11) "Teacher leadership is inseparable from the concept of empowerment..." - the notion of creating opportunities, encouraging and then stepping back to monitor.

  14. Teacher Leader Differentiatorsgreat teachers .... great leaders

  15. Self-Check In what ways do teachers, teacher leaders and administrators intersect in your school? Who are the teacher leaders in your school? What do they do?

  16. Conceptual Framework

  17. WHAT MAKES A GOOD TEACHER LEADER?

  18. TL Competencies In what ways does the articulation of competencies help with identification, recruitment, and evaluation of teacher leaders? 1. Charlotte Danielson Areas of School Life 2. CSTP Teacher Leadership Skills Framework 3. CSETL Capacity Building Rubric 4. Teachers as Leaders Framework (Crowther) 5. Teacher Leader Model Standards (TLEC)

  19. HOW CAN WE DEVELOP TEACHER LEADERS?

  20. How Can We Train? If there are established competencies, and if leadership can be nurtured, then there is room for training and development. What are some ways we can develop teacher leaders? What kinds of training would be helpful? • Defined and articulated standards • Knowledge, Skills and Dispositions • Tools: Self-Assessment example from CSTP

  21. Administrators create opportunities for teachers to exercise leadership roles... 1. Create "hybrid" roles for teachers, in which they can remain in their classroom, but also serve as instructional coaches, teacher facilitators, mentors, etc 2. Promote shared or distributed leadership structures that provide teachers with input into school policies, curriculum and professional development 3. Provide teachers with common planning time, job-embedded professional development opportunities and released time to collaborate with peers 4. Recognise the contributions of teacher leadership to improving student learning.

  22. Content Emphases for TL Development • Continuing to learn about and demonstrate advanced curricular, instructional, and assessment practices • Understanding the school culture and how to initiate and support change in schools • Developing the knowledge and skills necessary to support the development of colleagues in individual, small group, and large group interactions (p. 282) Source: York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research, 74(3), 255–316.

  23. Teacher to Teacher Leader... what are some areas on which to focus? Content emphasis #1: Continuing to learn about and demonstrate advanced curricular, instructional, and assessment practices - Knowledge of research for teaching and learning - Analyse one's own professional practice and that of others - Awareness of effective teaching practice - Supporting/leading team to "forge new ways"; take risks as learners Source: York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research, 74(3), 255–316.

  24. Teacher to Teacher Leader... what are some areas on which to focus? Content emphasis #2: Understanding the school culture and how to initiate and support change in schools • Change orientation • Organizational savvy • Balancing advocacy and inquiry • Change theory • Cultural competencies across populations • Education policy Source: York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research, 74(3), 255–316.

  25. Teacher to Teacher Leader... what are some areas on which to focus? Content emphasis #3: Developing the knowledge and skills necessary to support the development of colleagues in individual, small group, and large group interactions • Adult learning models • Partnerships with peers and administrators • Trust and relationship building • Coaching, observation and mentoring skills - feedback • Facilitation and presentation skills • Professional practices • Communication strategies Source: York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research, 74(3), 255–316.

  26. What’s Our Role? Pedagogical development (Teachers as leaders) School-Based Learning Culture Building Shared approach to pedagogy Stimulus ideas Enhanced School Capacity Strategic development (The principal as leader) Linking Parallel Leadership and Successful School Reform