Prepared by Gayle Moller

Journal of Staff Development, Fall 1999 (Vol. 20, No. 4)

Teacher leadership is a hot topic for policy makers, administrators, university professors, and sociologists. As these players study teacher leadership, the teacher leaders themselves are in the center, making the difference in schools. The JSD talked with 13 people across the country to learn what they think about their roles as teacher leaders. Each teacher was asked questions, such as:

These teacher leaders were eager to talk about their experiences: they often are isolated and seldom are invited to reflect on their leadership work. The JSD found this small representation of the enormous number of hardworking leaders to be genuinely concerned about the students in their schools, anxious to build collaborative relationships with their peers, and dependent on the wisdom of principals to support them in their efforts to lead.

Every school has teachers who lead or have the potential to lead. This resource can be unleashed if teachers are supported and helped to understand how their students and schools will benefit from their leadership. Most teachers want the best for their students. Policymakers, administrators, and other leaders outside the classroom have a responsibility to engage in authentic conversations with teacher leaders and find the resources they need to succeed.

The JSD salutes all the teachers who work each day to learn, to lead, and to make a difference in their students’ achievement.

– Gayle Moller

Mozella Carroll, St. Martinville Primary School, St. Martinville, Louisiana

She is a reading teacher who also is behavior management coordinator and works with the school’s leadership council.

Lynn Carter, Rugby Middle School, Hendersonville, North Carolina

She is a language arts teacher and chairs the school improvement committee, the school council and the school’s committee for the Southern Association of Colleges and Schools.

Eden Combes, Alpharetta Elementary School, Alpharetta, Georgia

She is a fourth grade teacher, grade-level chair, chair of the school improvement committee, and a member of the multi-criteria committee for the district’s gifted program.

Monica Gonzalez, Clint Small Middle School, Austin, Texas

She is coordinator of the summer transitional camp and a staff development leader

Roxanne Guidry, Breaux Bridge Elementary School, Breaux Bridge, Louisiana

She is an on-staff writing consultant and facilitator for the Success for All reading program.

Gloria Harper, Pinewood Elementary School, North Lauderdale, Florida

She is a curriculum specialist and chairs the school improvement team. She monitors curriculum throughout the school and provides on-site staff development.

Min Hong, P.S. 11, District 2, New York City, New York

She is an early childhood teacher who has taught kindergarten, first grade, and second grade. She is a faciliator for study groups and a mentor for new teachers. She is a staff developer at P.S. 11 and a doctoral student in the Department of Curriculum and Teaching at Teachers College, Columbia University.

Mary Kelly, Beavercreek School, Beavercreek, Oregon

She has been a fifth grade teacher but is beginning a two-year assignment as a Teacher on Special Assignment with the educational service district in her county. During that time, she will be doing staff development with various school districts. She previously served on a staff development committee and her school’s site council.

Mike Lodico, Asheville High School, Asheville, North Carolina

In a new job this fall, he is assistant principal. But previously, he had been an English and Latin teacher at Tuscola High School in Tuscola, N.C. He also had been the school’s lead teacher and chair of its school improvement team.

Beth Nickel, Hearn Elementary School, Frankfort, Kentucky

She is a fourth grade teacher, co-chair of the discipline committee, the PTA staff representative, a member of the textbook committee, and districtwide science council.

Patti Olsen, Memorial Middle School, Las Vegas, New Mexico

She is a trainer for a writing program, a member of a research team at the Southwest Educational Development Laboratory, a former team leader, and a recipient of the Golden Apple award.

Terri Potter, Simpson Elementary School, Norcross, Georgia

She is leader of the fifth grade, head of the new teacher mentoring program, and a member of the local school advisory committee.

Mike Reidy, Prospect High School, Hoffman Estates, Illinois

He is the "informal’’ geometry lead teacher and the varsity volleyball coach.

BENEFITS

Teacher leaders who make a difference in their schools describe the benefits to their students and to other teachers. Although there is satisfaction in leadership roles, authentic teacher leadership is grounded in a concern for the success of the entire school.

Mary Kelly: For a teacher leader to be effective, she must be perceived as ‘in the trenches.’ It is so easy for teachers to say: ‘That expert doesn’t know. He doesn’t face what we face.’ You can’t be too far away.

Mike Reidy: One of the biggest benefits is when it comes from someone in the classroom every day, it makes a big difference. Someone who is in the trenches is more respected than an administrator.

Mike Reidy: The students see someone willing to take a chance.

Lynn Carter: When I make decisions with peers, I am reminded how my students would see me.

Min Hong: Teacher leadership allowed me to better understand what students need and how best to plan the learning situation so the kids have a better outcome.

Beth Nickel: It helps my students become more motivated and involved. If I know what’s going on, then the students understand how we are trying to make this a great school.

Mozella Carroll: It helps the students because they work with someone who has their best interest in mind.

Monica Gonzalez: As a teacher leader, daily, I walk with an extra pep in my step. My . . . students watch and catch my motivation.

Beth Nickel: Being involved helps me become more familiar with how things are done and feel more a part of the school. It’s not just coming in and leaving. My enthusiasm increases.

Mozella Carroll: It gives me a sense of ownership. I am more likely to see the goals and objectives of the school come to fruition.

Terri Potter: Shared governance gives teachers a voice.

Monica Gonzalez: It is a great responsibility I can’t take lightly, for I lead by example.

Min Hong: If you are leading an initiative, you have to know what you are doing. This allows me to be more knowledgeable and prepared.

Roxanne Guidry: I provided strategies for our reading program. We’ve received national, state, and local recognition for successful reading achievement.

Gloria Harper: My leadership helped other teachers use unique innovations and creativity and seek out new strategies to help with student achievement.

Mary Kelly: A real liability to being a teacher leader is lacking the patience to accept where a teacher is in his/her development. That is hard. It is easy to alienate colleagues when you’re impatient. It’s easy to get impatient with people who aren’t there. The mark of a good leader is being able to absolutely understand where they are, at the same time knowing they shouldn’t stay there.

Min Hong: If I didn’t have the leadership role, I don’t think I would know what collaboration is. Usually teachers are isolated. The teacher leadership role put me in collaborative relationships with the other teachers.

Lynn Carter: Sometimes I want to be a pain, but I know that I have to behave. I am opinionated and I don’t mind sharing. Sometimes, people don’t want to hear my opinions. I have to tone it down in order to get anywhere.

Roxanne Guidry: A major obstacle for me was gaining the confidence and support of the staff, which was essential in order to maximize growth and development and to create a sense of cohesiveness. This takes careful planning, insight, and a sense of rightness (knowing when to proceed and when to pause.)

Mike Lodico: I found I had to re-define myself in relation to my colleagues. Teacher leaders don’t have position power. We can’t say: ‘Do it or I’ll tell the principal.’ Teacher leadership is an undefined role as opposed to a principal or assistant principal. There are no pigeon holes to put these people in.

Eden Combes: I have to learn how to reach consensus and gain support.

Mary Kelly: It’s important for a school to have a visionary or two who are just a step ahead of the rest, who can provide a spark, an impetus, prodding, nudging, gently pushing along. This is a person with vision close enough to the staff and who is seen as credible, "followable."

Mike Lodico: I found that I had to plot the course, keep track for them.

OBSTACLES

When she was asked about the obstacles she faced as a teacher leader, Eden Combes said: "You have to want to do this job."

Balancing responsibilities to their families, their own students, and their leadership responsibilities is a challenge for all the teachers who talked with us. The press of time, the stress of building new relationships with colleagues, and the resistance of others to new ideas are just a few of the obstacles teacher leaders face. Without support, teacher leaders can succumb to these pressures and retreat to the isolation of their classrooms.

Mary Kelly: The big obstacle that I face as a teacher leader is time. I don’t ever feel that I have enough time to prepare for my own classes, to explore other directions. I feel when I am working with other teachers I don’t have enough time to be as thorough as I want. Time is such a luxury to me. For example, I came up with an idea for mainstreaming in mathematics classes. I was concerned about the students getting better mathematics. This placed more work on me with larger classes. It was so successful that the district asked me to do workshops on the constructivist approach. The participants were begging for a whole day of training. It was exciting, but time is so short. It is frustrating for me. There is just not enough time.

Beth Nickel: There are only 24 hours in a day. Time is the biggest obstacle, to give the amount of time to all the important things – family, classes, school.

Patti Olsen: Time away from class is an obstacle. I am out of my class 12 to 15 days per semester. It takes time to prepare for the substitute.

Roxanne Guidry: It’s necessary to effectively schedule my time to address the daily demands of fulfilling this role, and at the same time make allowances for handling unforeseen situations. This is not always an easy task to accomplish, but it can be done.

Eden Combes: It takes lots and lots of time. The extra money is small compared to the amount of personal and planning time it takes. You have to want to do this job. Other people don’t realize how much time it takes.

Min Hong: I view teacher leadership not as a separate job. If you are a learner, it is not like two different roles. It is part of being a teacher.

Min Hong: I work in a very collaborative school, but once I took on the teacher leadership role they didn’t see me as a peer next door. This happened even with people I worked with a long time. Once we got involved in student groups, the work drove us and the teachers became comfortable with my role. It is a normal reaction.

Mike Lodico: Teachers often feel that one of their own is getting above his/her station. They ostracize the movers and shakers. This may be because educators are not well respected.

Mike Reidy: Personality conflicts arise occasionally. I’m pigheaded and stubborn. I can’t get along with everybody. There are philosophical ideas I can’t affect.

Gloria Harper: An obstacle I’ve faced is the unwillingness of veteran teachers who are reluctant to try new approaches. They need to understand that if we continue to do the same old things that we’re going to continue to get the same old results.

Monica Gonzalez: I set up a daily goal to stamp out negativism. When I hear a comment, I quickly turn it around to a positive.

Mary Kelly: The administrator wants me to deliver bad news. It puts me in a ‘we-they’ relationship.

Min Hong: I feel that when I took on teacher leadership, especially as a staff developer in the building in which I was a teacher, it was hard to know what my role was. I’m not an administrator, but I answer to the administrator. I’m lucky to work in a place where I talk about that out loud. I think it is my insecurities. Being a first-year staff developer is just like being a first-year teacher.

Mozella Carroll: Transition is one of the biggest obstacles that I face. Changing hats throughout the day can be challenging. Teaching, communicating with parents, networking with teachers, and working with students is no easy task. At a minute’s notice, I have to be ready to take on any one of these responsibilities.

SUPPORT

How often do we have to hear this: The principal makes the difference? These teacher leaders unanimously mentioned the principal’s support as key to their success. The interpersonal skills of the principal makes the difference in the willingness of teacher leaders to take on these roles. A principal who listens, encourages and advocates for these teacher leaders gives them the courage to take on the formidable task of driving innovation within the school.

Teacher leaders seek the camaraderie of other teachers who understand their work. They also depend on the willingness of others to follow.

Mary Kelly: My biggest supporter is my principal. She is fairly new, came from within the school district, and was a teacher leader. She is very skilled and committed to professional development. She is always supportive of me. She does her own research to make things happen. Professionally, I talk to the principal the most because she has been there.

Lynn Carter: My principal is a great support. I’m not stupid. I know how to work the system. I am not a renegade. I do not want to be an administrator.

Beth Nickel: My principal. . . I say: ‘Hey, wait a minute.’ She listens to my ideas.

Roxanne Guidry: It is imperative that I receive the support of my principal and that of district staff. The role of my principal has been described as "keepers of the vision." Specifically, his role has been keeping us focused on the reasons that we are here, making sure that the school is well organized, providing me with the necessary tools and resources, providing adequate time, arranging for further training, and keeping me abreast of any changes.

Also, it’s important to know that someone is always there to listen, encourage, and support me. I talk to my principal because he is my mentor and supervisor.

Mozella Carroll: One of the most important things that I need is to know that the day-to-day operation of the school is consistent. I need to know that there is structure and order. I also need to know that I have the support of those I work for as well as those I work with.

Patti Olsen: I must have the support of the administration. What resources will they put forth for substitute days, training, and materials?

Gloria Harper: In order to follow through on my teacher leadership responsibilities, I need the total support of my administrators.

Mike Lodico: The principal has an open-door policy. He trusts me and acts on my suggestions.

Mike Reidy: My administrators respect my knowledge and hard work. They need to be supportive in everything I do. This gives us a sense of professionalism.

Monica Gonzalez: My principal encourages me when I attend and when I return to implement my ideas.

Terri Potter: The administration arranges for coverage of classes. They support me when I make a decision because we have the autonomy to make those decisions.

Eden Combes: You have to have a close relationship with the principal. I can’t imagine doing this job without that. The principal mentors me. She saw something in me. She saw that I had the ability maybe before I did. She gave me opportunities for getting out of the classroom.

The teachers in the grade level team have to reach consensus or they will sabotage. Then the administration must support what the team teachers agree to do. You must be a lobby for the teachers and be successful at least part of the time.

Mozella Carroll: I talk with teachers who are more experienced than I am because they bring a lot to the table. Also, I talk to the newer teachers because they have fresh ideas to share.

Mike Reidy: I need team members who are willing to take a chance. They may disagree, but are willing to take that chance.

Monica Gonzalez: My team supports my ideas and encourages me.

Eden Combes: In your grade level team, you would go crazy if you couldn’t delegate.

Min Hong: I need constant encouragement from the teachers I work with. Teacher leaders need to get encouragement as well as giving it to the other teachers. I don’t want general praise, but recognition of what I really am doing. Also, I need feedback on my role.

I want trust from administrators and teachers. I’m not going in as an evaluator. I’m going in to do the work with them...I need an environment where I can take risks. If I lead a session and it "bombs," I may not want to try it again. People console me in this school and makes me want to do it again.

Mary Kelly: There are not many people to share with in the school. I have a lot of colleagues in the district who are teacher leaders. I don’t feel all alone in the district.

Patti Olsen: Teacher leaders tend to be isolated, at least in the school where they work.

Roxanne Guidry: To deal with certain issues, I often find it beneficial to share with other teacher leaders, because it is refreshing to be reminded that you’re not alone.