Hey John,
Thank you for your latest post, and starting us on the conversation about The MetLife Survey of the American Teacher: Challenges for Student Leadership. One of the other major findings we see in this survey is the set of critical points made about teacher leaders:
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Half (51%) of teachers are at least somewhat interested in teaching in the classroom part-time combined with other roles or responsibilities in their school or district, including 23% who are extremely or very interested in this option.
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Most teachers (69%) say they are not at all interested in becoming a principal.
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Teachers are most likely to say it is very important for a principal to have been a classroom teacher (79%) and give less importance to leading the development of strong teaching capacity across the school (69%) and using data about student performance to improve instruction (53%).
These three pieces can either lend themselves to an improved school culture where we innovate on teacher leadership … or perpetuate the idea that teacher leaders are just assistant principals with less pay.
Currently, the term “teacher leadership” varies from giving a few teachers a bunch of titles to a full-blown teacher-run schools, and everywhere in between. For instance, New York City recently implemented a pilot teacher leadership program where they would work in the classroom for around half the time and, for the other half, do leadership-type activities, all negotiated between central offices, principals, and the teacher leaders.
This sounds amazing, and familiar to the ideas we had a few years back.
Yet, in programs like these, I wonder if they’re trained as teacher leaders or as assistant principals, learning how to speak to teachers from on high instead of as a liaison between parties. I wonder if some principals actually let those leaders attend to their teaching load, however “light” the program seems.
I wonder if teachers who are deemed teacher leaders understand why so many of us put the word teacher in front of the word leader when talking about teacher leadership.
This falls on some of our colleagues too, who jump right into the teacher leadership role and misunderstand what comes with the title of “teacher leader.” The perception is that, yes, they will lead as teachers. No teacher should have to feel reserved or voiceless when it comes to their professional opinion, but fellow teachers do value expertise and approach when it comes to leadership, no matter who it comes from.
If school systems don’t do a better job of defining teacher leadership, then we should recognize that no one will want to take on teacher leadership, similar to what’s happened with leadership period.
*** Photo courtesy of Carolyn Dickson ***
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Great insights, Jose. Another way I’ve heard the challenge described is making sure that collaboration really means “working together” and not “obedience to the program” – where the word has a connotation closer to “collusion.”
Collusion is a powerful word there, David. Apropos.
Jose, you say that “Currently, the term “teacher leadership” varies from giving a few teachers a bunch of titles to a full-blown teacher-run schools, and everywhere in between.” The term/concept teacher-leader goes beyond this.
Extending beyond classrooms and school walls, teacher-leaders involve themselves in district-level issues as union representatives who advocate for teacher interests, as council members to offer advice to administration on key issues, as planners or presenters of district level professional development, or as leaders in the development of the district’s core curriculum. Others express their leadership by involving themselves in the local community by teaching adult education courses, speaking at school board meetings, or serving as a teacher liaison to the PTA.
Increasingly, teachers are expressing their leadership in educational issues beyond school, district or community. They influence policy by participating in national conferences and panels and publishing papers and articles. They share their knowledge and experience by presenting at conferences. Others write articles for educational journals or newsletters.
Regardless of the roles they assume, teacher-leaders help shape the culture of their schools, districts, states and nation. They influence the practice among their peers, impact the profession, and most importantly, work to improve student learning,
Case in point: you exemplify the role of teacher-leader via blogs such as this.
Hal, you’re right. However, for the purposes of this essay, I was only referring to in-school service as it pertains to principals, teachers, and central district-level admin. Take, for instance, the various roles I’ve undertaken with this organization, Edutopia, UFT, Al Shanker Institute, etc. Few of the activities I do as a teacher leader have any connection to my principal or any activities he’s assigned to me. Unless specifically asked, a teacher leader doesn’t get asked to engage in the community at large as part of their roles and responsibilities in the school itself. Hope that helps.