Everyone Benefits When Teachers Lead By Stephanie Hirsh SCHOOL TEAM INNOVATOR - March 1997 More than 10 years ago, I supervised a school district's administrative internship program. I met many teachers who wanted to stay in the classroom, but saw an administrative job as the way to increase their impact on students and their colleagues.
The statements concerned me, so I did some research and talked to several NSDC colleagues. My first "teacher cadre" was born from the research and those discussions. The teacher cadre, now known as the Teacher Leadership Cadre, was developed to provide teachers with an alternative to administration.
My research and my colleagues also told me it would strengthen my staff development program. They were right. The options for increasing teacher leadership and impact have increased over the years. It's critical to the profession that teachers have these options. Their colleagues, the school, and all students benefit when teachers extend themselves by serving in leadership roles.
In this month's column I will review many of the formal options that districts and schools can use to provide avenues for teacher leadership. On our web page (www.nsdc.org), you can find some "real contacts" for each type of program. I don't recommend putting all these models in place. Consider the model that will assist you most in achieving your school improvement goals.
School Improvement Team
Teachers have much to contribute to school improvement plans. Consider how they can contribute to the entire school improvement process: chair person, team member, meeting facilitator, sub-committee chair. Within school improvement meetings, teachers should be considered for providing background on issues, organizing icebreakers and meeting evaluations, involving parents, identifying issues, and making presentations.
Department/team/grade level chairs.
This is a more traditional role that allows teachers to provide leadership and support colleagues. Chairs assist the school improvement process by providing a communication link with the administration. Effective chairs also coordinate curriculum planning within and across teams, provide for staff development, and assist in supervising teachers.
Mentors.
Many states now mandate teacher support for new teachers. Serving as a formal mentor or informal "buddy" provides teachers with special opportunities to "give back" to the profession. Mentor teachers assist new and beginning teachers with such critical issues as curriculum planning, classroom organization, parent involvement, instructional delivery, and just plain stress and fear associate with entering the profession.
Study group facilitators.
More and more schools are using study groups to ensure the entire faculty stays up-to-date with research. Study group facilitators assume responsibility for organizing groups, locating study materials, taking issues to the appropriate leaders for consideration, and providing feedback to the study group.
Action researchers.
Many educators recognize the value of on-site research that allows results to be applied in the work setting. Teachers can get training in action research, organize an action research support group, and regularly share their results with other teachers.
Coaches.
Peer coaching, cognitive coaching, instructional coaches are all ways to involve teachers in coaching their peers. If coaching is not occurring in your building, study several articles on the various models, hold discussions, and consider an approach that matches your school's philosophy.
Staff developers.
Teacher leaders, teacher cadres, teacher trainers all describe positions created to enable teachers to "teach" other teachers. Teachers are selected for a variety of talents and interests. Usually the teacher staff developers are acknowledged master teachers, interested in teaching other teachers, committed to deepening their knowledge and skill base in order to transfer their knowledge from workshops and other professional development settings. They serve on staff development days, during faculty meetings, during team meetings, and one-on-one with teacher requesting special assistance.
Curriculum writers.
To write the curriculum is to really know the curriculum. Teachers make the best choices for writing lessons, units, model programs, as well as the program's entire scope and sequence. A shared responsibility ensures there is vertical and horizontal alignment of the curriculum. Curriculum mapping is an approach that enables teacher leaders to create a curriculum that best meets the needs of all students and ensures alignment with state, district, and other appropriate curriculum guidelines.
Teacher leadership opportunities are provided because the principal and team are convinced these strategies are the best way to achieve the school's goals. Teachers already have plenty on their plates and most I know aren't looking for more to do. However, given a substantive opportunity to make a difference in the lives of their colleagues and students, they will volunteer. That's why they are in the profession and why they stay.
Have a great month.
Stephanie Hirsh
copyright 1997 NSDC
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