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Teacher Leaders: Self Perceptions and Training Needs

Survey. The survey sought to discover recognized teachers'Self perceptionsPerceptions of the characteristics of a teacher leaderLeadership roles played and training receivedDesired leadership rolesNeeds with regard to training. Methodology. Purposeful sample of recognized teachersTeachers of the YearNational Board Certified TeachersDisney TeachersMilken EducatorsPresidential Math and Science Awardees.

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Teacher Leaders: Self Perceptions and Training Needs

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    1. Teacher Leaders: Self Perceptions and Training Needs

    2. 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

    3. Methodology Purposeful sample of recognized teachers Teachers of the Year National Board Certified Teachers Disney Teachers Milken Educators Presidential Math and Science Awardees

    4. The Sample Teacher listservs and networks National Teacher Forum Listserv NBPTS Network Advisory Committee Networks Southeastern Virginia NBCT Network Virginia Teacher Forum

    5. 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.

    6. Years of Teaching Experience

    7. Areas of Recognition

    10. Teacher Leaders Lack Confidence in Key Areas

    11. Self-Perceptions in the Area of Educational Policy

    12. 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

    13. 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

    16. Most Common Leadership Roles Staff Development (93%) Curriculum Development (84%) Grade Level/Department Chair (84%) Mentoring New Teachers (82%) Coaching Experienced Teachers (65%)

    17. Training Received Have you received training for ALL of the leadership roles you have played? (N=177) Yes 18% No – 82%

    18. Mentoring and Coaching

    19. Educational Policy and Issues

    20. 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.

    22. Training Needed Please select the TOP THREE aspects of teacher leadership for which you feel you need additional training (N=179) Every respondent chose Understanding Educational Policy and Issues or Working Collaboratively With Educational Policy Makers as one area in which they needed training.

    23. Barriers to Teacher Leadership Time Lack of training

    24. 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.

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