TEACHER LEADERSHIP FROM
THE CLASSROOM
Session 1
Monday, July 29, 2013
PURPOSE
Learn about the Teacher Leader Model
Standards
 Learn about activities designed to improve
effectiveness in the implementation of
standards
 Learn about and apply principles of adult
learning that will lead to more effective
leadership.
 Ultimately – greater capacity for leadership
within your roles.

STRUCTURE

Based on Teacher Leader Model Standards
Consider
Learning
Reflect and
Refine
Implement
Action Step
What Do We
Already Know?
Determine an
Action Step
•Measurable and
Attainable
HOUSEKEEPING


Taking Care of Business
Data Collection

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Pre/Post Surveys
Focus Groups
Follow-Up Dates – all 4:30 – 6:30 p.m.
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August 15
August 22
September 19
October 3
October 17
November 7
November 21
December 12
Focus Group Scheduled between November 21 and
December 12
EVOLUTION OF TEACHER LEADERSHIP
When you think of your own school experiences – did
you see teachers in leadership roles? What did they look
like?
 Teacher Evolution occurred in 3 Phases

Department Heads – Managerial
 Team Leaders and Curriculum Developers
 Avenue for Second-Order Change

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Mentors, Professional Development, Engage in problem-solving
We have not provided experiences and leadership for
teachers to engage in systemic change as teachers, but
rather as future administrators.
WHY TEACHER LEADERSHIP?
When principals and teachers share leadership, it results
in stronger working relationships among teachers as
well as higher student achievement (Wallace
Foundation).
 Leadership is directly tied to improved student learning.
(Leithwood and Jantzi, 2008).
 Greater sustatainability for school-wide reforms and
staff buy-in, more specifically within Professional
Learning Communities. (Griffin, 1995; Weiss &
Cambone, 2000)

WHY TEACHER LEADERSHIP?
Belief in leadership
 Understanding of School Reform
 Lack of opportunities for leadership
 Leadership ≠ Administration

CHANGE IN SCHOOLS
CHANGE IN SCHOOLS
Comfort
Zone
Growth Zone
Panic Zone
BARRIERS TO TEACHER LEADERSHIP
Development of Leaders
 Improving Self-Confidence of Leaders
 Time for Leaders
 Defined Roles and Priorities within Schools

FOUNDATION FOR COURSE
Distributed Leadership Theory
 Formative Leadership Theory
 Adult Learning Theory

THEORIES FOR LEADERSHIP
DEVELOPMENT

Distributed Leadership Theory


Holistic look at leadership
Formative Leadership Theory
Many leadership roles within a school that are filled
collectively
 Leadership principles

FORMATIVE LEADERSHIP PRINCIPLES
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Team Learning
Teachers are viewed as leaders and principals as leaders of
leaders
Trust should drive working relationships
Leaders should encourage and support innovation and
creativity rather than demand conformity and compliance
Focus on people and processes
Be customer-focused and servant-based
Create networks that foster two-way communication
Requires proximity, visibility
Empowers others to do the work
Requires the ability to operate in an environment of
uncertainty
THEORIES FOR LEADERSHIP
DEVELOPMENT

Distributed Leadership Theory


Holistic look at leadership
Formative Leadership Theory
Many leadership roles within a school that are filled
collectively
 Leadership principles


Adult Learning Theory

Five Beliefs about adults as learners
Being able to direct their own learning
 Use life experiences as a resource for learning
 Learning needs related to social roles
 Problem-centered and desires immediate application
 Motivated internally rather than externally

EVERYDAY LEADERSHIP
Everyday Leadership
LIKE IT OR NOT, YOU ARE A LEADER!
WHY DO WE NEED TEACHER LEADERS?
Teaching is a flat profession.
 Teacher tenure is longer than administrator tenure.
 Demands of modern-day principals are impossible to
meet.
 Principals have limited expertise.


School Improvement depends on the active involvement
of teacher leaders.
• Danielson, Charlotte (2007), The many faces of leadership.
Educational Leadership 65(1)
WHAT QUALITIES ARE NECESSARY?

On a post-it, write down the qualities that are necessary
in order to be a successful teacher leader and post them
on chart paper at your table.
DEVELOPING FACILITATING LEADERS

What Qualities and Skills are required?
Formal and Informal Leadership
 Litmus test: can you mobilize people’s commitment
to putting their energy into actions designed to
improve things?

• - Michael Fullan (2007), Leading in a Culture of Change
Skills: Collaboration, consensus-builder, respected
for profession, understand high-leverage skills and
impact
 Qualities: Open-minded, optimistic and enthusiastic,
confident, able to persevere.

THE ROLE OF A TEACHER LEADER

In your Team:
Coordinate and facilitate
 Lead Change
 Maintain focus
 Understand and secure resources
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In your School:
Larger influence
 Lead Change
 Collective responsibility
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Beyond our School:
Representative in the district
 Advocate for education

CONDITIONS FOR TEACHER LEADERSHIP
Safe environment for risk taking
 Encouragement of leaders
 Absence of the ‘tall poppy syndrome’
 Opportunity to learn leadership skills
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Group collaboration and facilitation
Curriculum planning
Instructional improvement
Data, Assessment Design
REFLECTIONS ABOUT
LEADERSHIP
Break
TEACHER LEADER EXPLORATORY
CONSORTIUM
History of Teacher Leader Model Standards
 Overview of the Standards

TEACHER LEADER MODEL STANDARDS
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Domain I: Fostering a Collaborative Culture to
Support Educator Development and Student
Learning
Domain II: Accessing and Using Research to Improve
Practice and Student Learning
Domain III: Promoting Professional Learning for
Continuous Improvement
Domain IV: Facilitating Improvements in Instruction
and Student Learning
Domain V: Promoting the Use of Assessments and
Data for School and District Improvement
Domain VI: Improving Outreach and Collaboration
with Families and Community
Domain VII: Advocating for Student Learning and the
Profession
TEACHER LEADER MODEL STANDARDS

Domain I: Fostering a Collaborative Culture to Support
Educator Development and Student Learning

Functions within this domain include understanding and
application of :
adult learning theory,
 collective responsibility,
 and group facilitation.

TEACHER LEADER MODEL STANDARDS

Domain II: Accessing and Using Research to
Improve Practice and Student Learning

Functions within this domain include understanding and
application of :
Research of teacher effectiveness and student learning,
 Analysis and interpretation of student data, to improve student
learning,
 Collaboration with higher education,
 and collecting and analyzing data to improve teaching and learning
within the classroom.

TEACHER LEADER MODEL STANDARDS

Domain III: Promoting Professional Learning for
Continuous Improvement

Functions within this domain include :
Collaborating with administrators and colleagues to plan
professional learning;
 Facilitating professional learning among colleagues;
 Using technologies to promote collaborative and differentiated
professional learning;
 Working with colleagues to collect data related to professional
learning;
 Providing constructive feedback to strengthen teaching practice and
improve student learning;
 Using information about emerging trends in education to plan
professional learning.

TEACHER LEADER MODEL STANDARDS

Domain IV: Facilitating Improvements in
Instruction and Student Learning

Functions within this domain include :
Facilitating the collection, analysis and use of classroom and schoolbased data to identify opportunities to improve curriculum,
assessment, school organization and school culture.
 Engaging in reflective dialogue with colleagues based on observation
of instruction, student work, and assessment data
 Supporting colleagues individual and collective reflection and
professional growth serving as a mentor, coach, and content
facilitator
 Serving as a team leader
 Using knowledge of emerging and existing technologies to guide
colleagues
 Promoting instructional strategies that address issues of diversity
and equity

TEACHER LEADER MODEL STANDARDS

Domain V: Promoting the Use of Assessments
and Data for School and District Improvement

Functions within this domain include :
Increasing the capacity of teachers to utilize multiple assessment
tools aligned to state and local standards;
 Collaborate with colleagues in the design, implementation, scoring
and analysis of assessment to improve student learning;
 Creating a climate of trust and reflection in order to engage
colleagues in challenging conversations regarding student data;
 Working with colleagues to use assessment findings to promote
changes in instruction that positively impact student learning.

TEACHER LEADER MODEL STANDARDS

Domain VI: Improving Outreach and
Collaboration with Families and Community

Functions within this domain include :
Using knowledge of different ethnicities and cultures to promote
effective interactions among colleagues , families and the larger
community;
 Modeling effective communication and interaction with families and
other stakeholders;
 Facilitating colleagues self-examination of their own understanding
of community culture and diversity and developing culturally
responsive strategies to enrich educational experiences of students;
 Developing shared understanding of diverse educational needs of
families and community.

TEACHER LEADER MODEL STANDARDS

Domain VII: Advocating for Student Learning
and the Profession

Functions of the teacher leader include:
Sharing information with colleagues and/or district regarding local,
state and national trends and the impact on education;
 Working with colleagues to identify and use research to advocate
for teaching and learning processes that meet the needs of all
students;
 Collaborating with colleagues to select opportunities in which to
advocate for the rights of students;
 Advocating for access to professional resources;
 Representing and advocating for the educational profession outside
of the classroom.

REVIEWING THE TLMS
What did you notice about the TLMS?
 What surprised you?
 What are you looking forward to learning?

REVIEWING THE TLMS

Several skills are prevalent throughout the
Teacher Leader Model Standards
Facilitation and group work
 Understanding of group roles
 Establishment of trust among team members
(reflective/constructive conversations)

BREAK
DOMAIN I: COLLABORATIVE CULTURE

The responsibility for creating a collaborative culture
involves much more than just facilitating the work of a
group – it involves having an understanding and
communicating an understanding of:







adult learning theory,
collective responsibility,
creating a culture of diverse thinking and listening,
promoting effective interactions among colleagues,
diversity and creating an inclusive culture
and being able to facilitate the work of a group.
What is the difference between a group and a team?
CREATING A COLLABORATIVE CULTURE
Groups Vs. Teams
DOMAIN I: COLLABORATIVE CULTURE

Understanding of a Team
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What do you believe defines a team?
A group of people who are working interdependently to
achieve a common mission.
A group of people with a full set of
complementary skills required to complete a task, job, or
project.
Team members (1) operate with
a high degree of interdependence,
(2) share authority and responsibility for self-management, (3)
are accountable for the collective performance, and
(4) work toward a common goal and shared rewards(s). A team
becomes more than just a collection of people when a strong
sense of mutual commitment creates synergy, thus generating
performance greater than the sum of the performance of
its individual members. (Businessdictionary.com)
A number of persons associated together in any work.
DOMAIN I: COLLABORATIVE CULTURE

What we Learn from the Apollo Syndrome
Dr. Meredith Belbin
Described how teams that contained high-performing
individuals performed poorly
 Why?
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They spent excessive time in abortive or destructive
debate, trying to persuade other team members to adopt
their own view, and demonstrating a flair for spotting
weaknesses in others' arguments.
They had difficulties in their decision making, with little
coherence in the decisions reached (several pressing and
necessary jobs were often omitted).
Team members tended to act along their own favorite lines
without taking account of what fellow members were doing,
resulting in teams that were difficult to manage.
In some instances, teams recognized what was happening
but over compensated - they avoided confrontation, which
equally led to problems in decision making.
DOMAIN I: COLLABORATIVE CULTURE

Foundations of Teams
Two-way trust that allows for open and honest
communication
 Accepting collective responsibility
 Identifying and removing inhibitors

DOMAIN I: COLLABORATIVE CULTURE –
BUILDING TRUST
DOMAIN I: COLLABORATIVE CULTURE

Promoting Effective Interaction Among
Colleagues

Building Trust
Small Moments
 ‘Costs of Trust’

DOMAIN I: COLLABORATIVE CULTURE

Costs of Trust

High Cost of Low Trust
Lower Morale
 Lower Productivity
 People ‘Quit’ but Stay
 Higher Turnover


Elements of Trust
Able
 Believable
 Connected
 Dependable


Teamwork
DOMAIN I: COLLABORATIVE CULTURE

Foundations of Teams
Two-way trust that allows for open and honest
communication
 Accepting collective responsibility
 Identifying and removing inhibitors

DOMAIN I: COLLABORATIVE CULTURE

Strategies for Communication
Active Listening
 Focused communication

DOMAIN I: COLLABORATIVE CULTURE

Promoting Effective Interaction Among
Colleagues
DOMAIN I: COLLABORATIVE CULTURE

Strategies for Communication
Active Listening
 Focused communication
 Approach the conversation as you would want to be
approached (i.e. The Golden Rule)

DOMAIN I: COLLABORATIVE CULTURE

Collective Responsibility
Positive results of teachers taking collective responsibility for student
learning are linked to higher achievement gains and more equitable
distribution of achievement in disadvantaged social groups (Lee &
Smith, 1996).
 Collective responsibility has also been linked to other variables such
as teachers’ participation in professional community where
participants take joint responsibility for monitoring the quality of
instruction, pedagogy and student learning outcomes (Bolam et al,
2005).
 Teachers’ collective responsibility for performance has been reported
as teachers’ offering assistance to colleagues in matters of instruction,
volunteering for additional assignments, and contributing extra effort
in creating opportunities for student learning (Kruse 1995).
 Collective responsibility is also related to relational trust (Bryk &
Schneider, 2002; Van Maele & Van Houtte, 2009).

DOMAIN I: COLLABORATIVE CULTURE

Strategies for Collective Responsibility
Analyze and reflect upon teaching practice
 Joint construction of classroom and assessment tasks
 Engaging in a collective struggle
 Providing structures that allow for ownership of all
students learning

DOMAIN I: COLLABORATIVE CULTURE

Adult Learning Theory





being able to direct their own learning,
life experiences that serve as a resource for learning,
has learning needs relates to social roles,
problem-centered and desires immediate application,
and motivated internally rather than externally.
(Merriam, 2001)
DOMAIN I: COLLABORATIVE CULTURE

Group Facilitation
DOMAIN I: COLLABORATIVE CULTURE

Group Facilitation
Facilitating the work of a group ensures that the
group will foster democracy, responsibility,
cooperation, honesty, egalitarianism.
 Stages of Facilitation

Entry
 Observation and Listening
 Intervention
 Task Accomplishment


It’s also important to understand the stages of group
development.
DOMAIN I: COLLABORATIVE CULTURE

Stages of Group Development

Forming


Orientation and Purpose
Storming
Organizational Concerns
 Rules/Limits of the work


Norming
Sharing of ideas, sense of cohesiveness
 Tension over conflicting conversations, but not long-lasting


Performing
Problem-solving and consensual decision-making
 Hidden agendas disappear

DOMAIN I: COLLABORATIVE CULTURE

Stages of Group Development

Forming


Orientation and Purpose
Storming
Organizational Concerns
 Rules/Limits of the work


Norming
Sharing of ideas, sense of cohesiveness
 Tension over conflicting conversations, but not long-lasting


Performing
Problem-solving and consensual decision-making
 Hidden agendas disappear

DOMAIN I: COLLABORATIVE CULTURE

Storming
Organizational Concerns
 Rules/Limits of the work


How do we make Storming effective?
Assigning roles
 Shared Leadership
 Clear communication regarding process and
outcomes

DOMAIN I: COLLABORATIVE CULTURE

Creating an understanding of diversity and an
inclusive culture

How do you define diversity?


Breaking Stereotypes
How do we address issues of diversity and culture?
Starting the conversation
 Learning about the various cultures and understanding
their oppression
 Invite conversations about differences in cultures, values,
beliefs
 Recognizing differences and incorporating them into
conversations about teaching and learning

DOMAIN I: COLLABORATIVE CULTURE

The responsibility for creating a collaborative culture
involves much more than just facilitating the work of a
group – it involves having an understanding and
communicating an understanding of:






adult learning theory,
collective responsibility,
creating a culture of diverse thinking and listening,
promoting effective interactions among colleagues,
diversity and creating an inclusive culture
and being able to facilitate the work of a group.
DOMAIN I: COLLABORATIVE CULTURE

Strategies for Creating a Collaborative Culture

Strategies for Communication
Active Listening
 Focused communication
 Approach the conversation as you would want to be
approached (i.e. The Golden Rule)


Strategies for Collective Responsibility
Analyze and reflect upon teaching practice
 Joint construction of classroom and assessment tasks
 Engaging in a collective struggle
 Providing structures that allow for ownership of all
students learning

DOMAIN I: COLLABORATIVE CULTURE

Strategies for Creating a Collaborative Culture

Principles of Adult Learning






Stages of Group Development (Storming)




being able to direct their own learning,
life experiences that serve as a resource for learning,
has learning needs relates to social roles,
problem-centered and desires immediate application,
and motivated internally rather than externally.
Assigning roles
Shared Leadership
Clear communication regarding process and outcomes
Elements of Trust




Able
Believable
Connected
Dependable
DOMAIN I: COLLABORATIVE CULTURE

Strategies for Creating a Collaborative Culture

Strategies for addressing viewpoints of diversity
Welcoming perspective of others
 Learning about the various cultures and understanding
their oppression
 Invite the conversations about differences in cultures,
values, beliefs
 Recognizing differences and incorporating them into
conversations about teaching and learning

DOMAIN I: ACTION STEP
Consider
Learning
Reflect and
Refine
Implement
Action Step
What Do We
Already Know?
Determine an
Action Step
• Measurable and
Attainable
DOMAIN I: COLLABORATIVE CULTURE
What is your action step?
DOMAIN I: COLLABORATIVE CULTURE
Develop an action step for implementation –
reflect on your action step
 Complete surveys #5-7

See you on August 15!!