Teacher Leaders and the Role of the Principal

1. We must become the change we want to see. - Mahatma Gandhi Teacher Leaders and the Role of the Principal Emily Culbertson & Katie Horgen

2. What is a Teacher Leader? “Teacher leaders are those individuals whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues and working within a professional culture.” (Lambert, 33)

3. Are You a Teacher Leader? Do you… • Initiate new actions by suggesting other ways to accomplish tasks and goals • Solve problems instead of asking permission and assigning blame • Volunteer to take responsibility for issues or tasks • Invite other teacher to work with you, share materials, and visit your classroom • Listen to others, and particularly to new members of the staff • Admit to mistakes and unsolved instructional issues and ask for assistance from colleagues • Talk about children in a way that suggests that all children can learn • Strive to be more skillful in conversations, facilitation, asking inquiry questions, and teaching

4. Consider this: There is a teacher named Sarah who works hard at her craft: • She seeks feedback from others • She engages in personal reflection and models improvements for others • She consistently shows respect and concern for all members of the school community • She communicates well with individuals and groups • She asks questions and provides insights • She studies her own practice and knows the most current information about teaching and learning • She welcomes others perspectives and responds to situations with an open-mind • She anticipates and seeks to resolve conflicts • She bases future goals on common values and vision • Is enthusiastic and involved in school change – leading by example (Lambert, 98-102) Is she a true teacher leader? Is this enough?

5. Becoming a teacher Leader: Actions vs. Roles • Asking thoughtful questions in a staff meeting • Bringing a fresh perspective to a conversation • Sharing ideas and practices with others • Initiating new ways of getting tasks accomplished • School council representative • Team leader • Department chair • Teacher on special assignment • Parent liaison • Literacy coach Though teachers may not always be in the position to take on new roles, they can always engage in acts of leadership. (Lambert, 33)

6. Enculturation of new Teachers and Principals “Veteran teachers powerfully influence their new colleagues by modeling the professional norms and behaviors that contribute to quality instruction and teacher leadership” (Lambert, 38). You can help both new teachers and new principals by: Engaging in reflective inquiry Focusing on student learning Striving to continuously learn new skills Valuing and establishing professional dialogue Learn from each other “I suggest that teachers realize that they play a large role in ensuring the success of a new principal” (Lambert, 39).

7. Barriers and Resistance Lack of time Misconceptions of equity Hierarchical cultures of authority Peer opposition Desire for harmony and safety Risk (Lambert, 39-40)

8. Transition from Teacher Leader….to Principal ~ what kind of principal would you be? (Lambert, 43-44) “A principal who is collaborative, open and inclusive can accomplish remarkable improvements in schools and deeply affect student learning” (Lambert, 43).

9. The changing role of the principal • Directive- uses a “command and control” style • Laissez-faire- creates fragmentation and uncertainty by making decisions behind the scenes • Collaborative- encourages open participation but does not engage those who choose not to participate, often prolonging dependency behaviors • Capacity-building- meaning and shared knowledge are created through skillful participation Directive Collaborative Capacity-building Laissez-faire For more information about capacity-building principals and their behaviors, refer to Figure 5.2 on page 51 of Leadership Capacity for Lasting School Improvement by Linda Lambert. (Lambert, 44)

10. Reflection –Many factors that get in the way of teacher leadership are found in the following categories: self, school, district, and profession. Identify and post factors/reasons from two or more of these areas that are affecting the potential for teacher leadership in Sarah’s situation (slide 4). Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.