Teacher Leaders
— The Center for Comprehensive School Reform and Improvement
Faced with myriad demands on their time and energy, teachers often find it difficult to envision themselves as leaders within their schools. Factors such as rigid school schedules, unrelated instructional tasks, and an overemphasis on high-stakes testing make it difficult for teachers to step forward as leaders (Paulu & Winters, 1998). Furthermore, researchers note that teachers are often left out of the loop of leadership in their school, and when they are given leadership roles, they lack the skills that will make them successful (Sherrill, 1999; Zimpher and Howey, 1992).
Increasingly, however, the drive to improve schools demands the active leadership of administrators and teachers. They share joint responsibility for sustaining improvement and providing the best possible educational experience for all children. Research during the last two decades has emphasized that teacher leadership is integral to successful whole-school reform (Conley & Muncey, 1999; Urbanski & Nickolaou, 1997).
This newsletter defines teacher leadership and offers concrete ways teachers can step forward, sometimes out of their comfort zones, into leadership roles.
What is Teacher Leadership?
In most schools, traditional structures are in place that define certain teachers as leaders such as department heads and grade-level team leaders. Many schools also have a leadership team, composed of the principal and teachers who often have been either appointed by the principal or volunteered their services. Although these formal structures are necessary to the efficient functioning of a school, too often they remain the only recognized avenues of leadership for teachers. The time has come to expand the definition of leadership beyond these traditional formats and to encourage all teachers to explore a variety of leadership roles.
A number of research studies have identified the characteristics of teacher leaders, including the following:
· Collaboration with peers, parents, and communities that engages them in dialogues of open inquiry.
· Risk taking and participation in school decision making.
· Demonstrated expertise in instruction and the willingness to share that knowledge with other professionals, engage in continuous action research, and consistently participate in a professional learning curve.
· Social consciousness and political activity (Wynne, 2001).
· Frequent reflection on their work and staying on the cutting edge of what’s best for children.
Educate, Empower, Elevate
Prof. Bholanath Dutta
Founder, Convener & President
MTC Global & Knowledge Cafe
Participant: United Nations Global Compact
ISO 9001:2008 Organization
www.mtcglobal.org /www.knowledgecafe.org
Cell: +91 96323 18178 / +91 81520 60465 / +91 7411716392
Email: president@knowledgecafe.org
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