Teachers as Leaders

The Perspectives column for the September EL on Teachers as Leaders asks,

What is standing in the way of training and acknowledging more teacher leaders?

The September issue discusses how to engage teachers by playing to the strength of their classroom expertise and addresses the benefits of teacher leadership, necessary conditions for success, and obstacles to achieving the goal.

We want to know what’s happening with teacher leadership in your school. What do you believe is standing in the way of more teachers assuming leadership at school?

Comments

[Sandra West]

While conducting science and math teacher training last year we urged the teachers to provide input to us so that we could improve the program. About the 3rd day of training when we all went to dinner that night I again told the teachers that we valued their input and needed it to improve our training project. One of them responded "We didn't believe you at first because administrators say they want our input, but they really don't. They don't want to hear any ideas that are different from theirs."

[Linda Emm]

In follow up of Learning Community Facilitator Institutes, it seems that many people return to their schools excited to begin the work... but then they "wait" for permission to begin.
Even in schools where the administration encourages teacher action, it takes a while for teachers to believe that it's for real.
I think it's the engrained culture that a teacher's leadership is between themselves and their students. Taking that role outside the classroom is a foreign concept for many of them. It doesn't help that administrators, unsure how to capitalize on teacher leadership, often thwart the efforts.
One of the benefits of an online professional community, like The Teacher Leaders Network (TLN), is that it provides a place for teachers to support each others' efforts to step up and speak out about issues that affect their professional lives. This is a huge first start.
When teachers support each other in leadership roles, they have more success.
Smart administrators are then able to come to see that the more "power" they give away, the more power there is to share - with everyone.
Linda Emm
Miami-Dade County Public Schools
National School Reform Faculty
Teacher Leader Network

[matt malcore]

I agree that many teachers have a certain comfort level in their schools. But come to think of it, I don't recall taking any "leadership" classes during my undergraduate studies. It only makes sense that teachers delay engaging in leadership, partially for that reason. Our role is first to teach. With all our extra time during the work day, we fit in time to work on improving our lessons to continue to challenge our students, work towards our professional development goals, and engage in some peer collaboration. In addition, we all know the pressure is on - from administration and above. Leadership means sticking your neck out - if my initiative fails, it comes back to haunt me. All of those reasons would be quite enough to dissuade someone from leadership.

However,
(hopefully you knew the 'however' was coming)
given solid modeling by administration (like when they stick their necks out for ME), it makes me realize that the extra effort and risk is worth it if my ideas are well-founded. During my few years' teaching experience, I have seen administration wholeheartedly back my sometimes wacky ideas to get kids to learn. This drive to enhance learning with novel methods trickles down - now I have a great desire to get off the sidelines and take on leadership roles.

Of course, I couldn't imagine wanting to do anything with leadership/training without supportive administrators. I think what has made the difference is their brazen desire to improve learning with proven, yet novel, ideas.

[Gloria Allegri]

I have been teaching for 31 years and I have always been outspoken about how to improve our schools and make them safer for our students. I have also been an advocate for my students at IEP meetings and suspension meetings. I have worked in schools in which the administration has taken my recommendations and acted on them. In my present school the administration and department chairman thank me for my comments but never act on them. I feel like my comments are being ignored. How can you lead if no one is listening?

[matt malcore]

Gloria - interesting situation you're now mired in. Ironic, in fact - since there is a teacher in my school who vents to me that she feels exactly like you do. She shares many of her ideas with me (and I agree with her in so many cases), but when she brings them to the higher ups, she is snubbed like you seem to be.
How do your peers react to your initiatives? When this teacher brings ideas to me, I will take her ideas (anonymously) the our fearless leaders. It seems devious (and a bit sad) that we go this route, but I guess if the kids benefit in the end, we do it anyway. Perhaps you could follow this model (however unusual it seems to be).
A bit less devious may be to find supporters among your peers and present them to admins as a group.

What a blow professionally it must be to be in a stifling school...

[Margaret Nichols]

I have always been a leader in my school. Every year I am involved in or in charge of various committees, teams, programs. This is the first year in my 16 year tenure that I have stepped down from almost everything. Last year, I felt so burned by the administration that I could no longer serve in a leadership role. As educators, our efforts often go unrecognized, but my efforts were snubbed by the administration, and I was offered no support. Maybe after a year off of "active" leadership duties, I will feel re-energized and take some of the responsibilities back on.

[Kimberly Tegeler]

I agree with Sandra in saying that we did not learn to be leaders in undergraduate school. The only way we know how to lead is in the classroom. I am a second year teacher,and many teachers I work with just go with the flow. No one really takes a lead in anything. My mentor is the exception. If something is wrong on our side of the school, this teacher will go to the office, and tell them what is on her mind. After that, the office will take care of the problem. Many of us wish we could have our voices heard like that, but we can't. It would be nice if we were taught that it is ok to speak up if there is a problem. I think we don't speak up because we don't want to make anyone feel we are disprespecting them. As a second year teacher, I am trying to learn from my mentor because one day she will be reired, and someone will have to speak up for us!

[Miki Waller]

I agree with Margaret in saying that the only way we know how to lead is in the classroom. I have taught for 4 years and I tend to stay in my comfort zone. Some of us like to reach out of those zones more than others. I am one of those people who tends to let others be leaders. I don't remember ever taking any "leadership" classes in my undergraduate studies either. I try to be a "go with the flow" person and not cause any problems. Do I feel as if I need to step up to the plate more...yes. Becoming more of a leader would help me in more areas of my life than one. Where do I start?

[Erin Godfree]

I have enjoyed reading everyone's comments to this topic. I am currently working on my Master's Degree in Teacher Leadership. I believe that all teachers have a leadership quality, otherwise they would not want to teach and be "in charge". I feel as though most teachers do not want to step on their administrators toes and take on too much responsibility. Fortunately, I have a great administration team that is always open to new suggestions and even someone else taking control of situations.

[Miki Waller]

HI Erin, I too, am working on my Master's but in Reading Literacy. I loved your comment that "all teachers have a leadership quality..." You're right...I've never thought of it like that.

[Toni Dunn]

Our school and district have made some positive improvements in encouraging teachers to become leaders. Our district offers a program called Fellowship Leaders. This program is designed to train teachers to be leaders in their schools. The participants go through an application and interview process to join the program. After that they research best practices, school culture, and instructional practices. They are encouraged to implement effective changes and be instructional leaders in their home schools.

In our own school building we have seen a major switch in the roles of our teachers. We have a leadership commitee that meets with the principal every week. This team of teahcers acts as a liason between the faculty and administrators. The team offers input on decisions the administration in thinking of making. Not only has this group of teachers been given a say in what is happening in our school, but the entire faculty has implemented a school wide behavior plan, set instructional goals, and established student expectations. Giving the teachers in our school a voice in the descions being made has had a positive effect on the climate of our school. The teachers are more willing to implement the changes, there is a more relaxed feeling in the school, and the teachers are more willing to share instrucional and best practices with each other. No longer are we a school where everyone goes in their rooms and closes the door just hoping to teach our class and be left alone. We have a voice and now feel like that voice matters.

[Jenny Edwards]

I agree that it has to do with it seeming like ideas are not always heard, but in conjunction with that, I think it's more of a lack of time. Teachers are already swamped with hours of work outside the classroom. Why would anyone want to take on even more work if it's not necessary? As a new teacher seven years ago, I was eager to sign up for all kinds of committees within the staff at my school. I really felt that I could make a difference. Then the committees ended up being more meetings that never had positive outcomes. I felt like we were meeting just to be meeting and the ideas that we came up with never got implemented. It was frustrating and, unfortunately, has really made me back off signing up for more committees. Do I want to be a leader? Of course. Am I one? I think I am, but maybe not in the context of being on a million different committees. The best leaders lead by example. They don't need to be on staff committees. The simply do what needs to be done.

[Laura Varlas]

Miguel has a good post on the challenges of being a young teacher leader, specifically on the article, "Overcoming the Obstacles to Leadership," at:
http://www.edsupport.cc/mguhlin/archives/2007/09/entry_3686.htm

[Sarah Bishop]

I am not a very outspoken person, but I do believe it is important to speak up about school issues. If we as teachers do not take a stand, who will? I am very greatful that I have an administration that not only welcomes comments and suggestions, but also acts upon them. Our administration is extremely flexible and willing to stick their necks out to get things accomplished. It is not always easy to take a stand, because teachers are so busy. I believe that's where we must prioritize in order to get everything finished. I need to work on building my self-confidence so I will speak up for issues that I believe in.

[Reta Smylee-Hanna]

One of the biggest obstacles I see in preventing teachers from being leaders is the pressure from district personnel who want all the schools to be doing the same thing. Once they have seen a program that has "proven success" they think it will be successful for all students. I am a special needs teacher and it is impossible to teach all students the same way. They each have their own needs and ways of learning.

[Miguel Guhlin]

Break a Few Eggs-Roadblocks and Detours...

When I was presenting to the state agency peer monitoring committee regarding my campus--I was the new, enthusiastic teacher. I organized my presentation in a way that has stuck with me as an easy way to organize content.

Read more...

Thanks,
Miguel Guhlin
Around the Corner-mGuhlin.net
http://mguhlin.net

[Michelle Airhart]

Teachers as leaders... It is hard to believe how many teachers do not speak up on various situations, etc. Sometimes I find it hard to become involved in situations because a couple of my colleagues are very negative. I also agree how administration often ignores your suggestions. I too have been one to close the door to my classroom and focus on the children and my teaching. I hope to open the door more and speak up to administration. Maybe I can make a change, at least for the children’s sake.

[Connie Chaffin]

I find it sad that Matt Malcor, a former leader in his school, stepped down in his efforts this year due to conflicts with administration. Well experienced leaders like Malcor are what we as teachers need. While I enjoy the energy and enthusiasm brought to the table by younger teachers, it is the old guard who has the ability to see the big picture. Often it is a matter of pie in the sky versus what can really work and be effective, and experienced leaders usually know the difference. Even after being "snubbed" by administration, I find that sometimes we have to stick out our necks and lead because it is the right thing to do for our students. I'll bet your administration values you more than you know, Mr. Malcor. I'm certain that your colleagues do.

[Gretchen Cammiso]

We all should have a "voice" in our school. I am a teacher in my 5th year. I speak out on what I feel are significant problems. I do feel heard. I run my class the way I feel is best for my students. I handle parents and discipline problems on my own. I do not run to the office for every little problem. I think that is why they listen when I do come with a suggestion or problem. One thing that I love about teaching is that I am feel I am my own boss in the classroom. Having things is nice, but what do you really need to teach other than your own knowledge on the subject and creative ideas to engage the students, do you really need things? So I choose my battles and only go to administration for emergency situations.

[Derek Moore]

I think that when you are working with a group of people like the teachers in your grade level, no one is brave enough to step forward as a leader because you are afraid they may see you as "bossy." That's how I feel. I feel the leadership qualities inside me, but I worry about letting them show for fear of stepping on the toes of my colleagues who have been teaching longer than I have. I agree that the school administrators play a big role in that, too. If you are not comfortable expressing your concerns and opinions to your principal, it makes it difficult to become a leader.

[Michelle Airhart]

Not only can you feel like you are stepping on fellow colleagues' toes but for me I feel as if administration sees me as a trouble maker or complainer. We have several people that are always complaining and are very negative. I have gone to administration to give them feedback on certain issues but I feel I am walking on eggshells. Beside, I truly do not have a say within my school. Therefore, I focus my time and energy on the children in my classroom.

[Maria Dreher]

I agree with Erin in that all teachers do have leadership qualities. One of the problems of teachers taking on leadership duties is the expectation administration has on those individuals who take on more duties. Administration knows those individuals will do what is asked of them, and will continue asking those same teachers. I think new teachers are a big target because they are timid about saying no to their superiors. Another problem is that there is little time in the day to plan lessons and prepare for daily activities, let alone organizing, and teaching your colleagues the new techniques and strategies your administration is requiring. While these new strategies may be effective, I just wish we could first master what we already know.

[Allison Hester]

In my school, I am surrounded by several great leaders. Some of which are actually much better leaders than the administration. Motivation and knowledge are two things that great leaders posess. I currently teach third grade with my sister-n-law who is one of the best leaders that I know. She has no problem bringing new subjects to the table. She is also willing to get her hands dirty to make a difference. I, on the other hand, feel that it is hard taking on the leadership role outside of my classroom. I guess that she has the right personality to present ideas to others, even if it is stepping on their toes. She always speaks with good purpose and everyone can see that. I am learning a lot about being a great leader by working with her. Hopefully, I will begin stepping out of my shell soon.

[Robyn Selders]

I agree with Gretchen that often people don't step out as the leader because they don't want people to think they are bossy. In my school there are the teachers that have so much on their plate that you wonder when they have time for anything else and the teachers who stick to their classroom and don't venture out much. I know that I am one of the teachers that comes out as "bossy". I don't mean to, and I'm not trying to tell other people what to do, but my tactics sometimes come out less like helpful opinions.

I hope that more people would want to take on that leadership role. We have much to learn from other teachers and if they don't share, we are missing out. We all take the lead in our classrooms. What is it about a room of adults that can make us not want to say a word?

[Robyn Selders]

Sorry...I'm new to this blog and I mistook Gretchen's entry for Derek's.

[Eva Adams]

There are many great comments on this blog. This is my first experience with blogging, and I can see great potential here. I enjoyed reading the aritcle by Miguel that Laura posted the link too. Unfortunatley I have come up against all 4 roadblocks to leadership at my school. I also have to agree with Maria that sometimes administration relies to heavily on the few teachers who are willing to take on leadership roles, and admininstators overload those teachers, while the others sit back and go with the flow. I can also relate to Margaret who felt the need to step down from leadership roles due to administration not supporting her. I also stepped down from 2 positions this year, due to the conflicts it was causeing between myself and my principal. It is frustrating to have to step down, when I see the postition as needed and invaluable, but when the administration is going to fight me on every step, it was burning me out. I will still be active in the committee, just not the chairperson.

I believe it is our responsibility as teachers to take on leadership roles to provide the best environment for our students in our classroom, at the school, and even in their community.

[Amy]

How interesting it is to read what everyone has to say about teachers as leaders. I have a very ineffective principal, and at team meetings it is always interesting to debate what should be happening with our students. One of my team members is a good friend of the principal, so if he brings the idea to the guy, it's like "Great, what a good idea" whereas if the rest of us brought an idea, we'd get a, "Not now..." kind of thing. It is sad that teachers aren't all given the same level of professional respect by our administrator, but that's the way it is.

[Michelle Radosevich]

I have to agree with Gretchen also. I have a teacher in my school who is always stepping up and a lot of teachers think she is "bossy". I think that she is involved. I am not a tenured teacher yet and am a little scared to speak out about certian situations. I would like things to change but don't know where to draw the line, so I don't get as involved as I would like to .

[Andrea Johnson]

This is my first time visiting a blog and actually posting a comment. I must admit, I am intrigued by everyone's responses and find it very enlightening. Teachers don't have enough time to take on leadership roles. We have so much to juggle with teaching, graduate work, and not to forget personal lives. But, I have experienced a taste of leadership and must say that it has improved my educational experience and more importantly the quality of teaching. As a relatively new teacher at a different school, I did everything I could to stay under the radar. Until a few years passed by and a colleague and myself stumbled upon a readers workshop program that was powerful. We took the risk to go to our principal and asked to begin a book study. We led the study as rookie teachers and found it to be a big success. Although it may seem like a lot of work to take on more responsibilities than we already have, think about venturing into an area of leadership that will directly improve the quality of teaching for your students. It has been the best payoff for my children.

[Michelle Radosevich]

I am unsure what happened. I posted the respond to Gretchen and it came up as Amy's posting.

????

[Michelle Radosevich]

This is my first time on a blog site and it is very nice to see all the professionals who are interested. I think that I have found a new and exciting way to communicate with other teachers around the world.

[Karie]

This is my first posting. It is interesting to hear the same concerns from many different places. I believe teacher are natural leaders. It is a careful balance. We need to lead, but our focus should be on our students and classroom successes. We need to stretch beyond those bounds to protect them. If we do not join in the leadership opportunities, decisions that are made must be accepted and we most adhere to the results. It is a bit like going to a family meeting. Sometimes the committees or extra meeting are necessary to keep the school functioning successfully.

[Gigi Hawkins]

I am blogging, also, for my first time! This is a requirement for my master's degree, but I must say that I have thoroughly enjoyed this assignment and will continue to blog long after it is completed!
This particular discussion on teacher leadership has caught my attention for two reasons. The first is that our topic this week is on novice versus expert teachers, and being a 'teacher-leader' would seem to be one of the attributes of an expert teacher.
The second reason it caught my eye is because at the school I work in, our principal made sure that we were all teacher-leaders from the first day. She regards our school as the 'leadership academy' for teachers and is able to find the special qualities that each of us have to offer and brings them to the forefront. Many of us, and this is only my third year teaching, have led professional development trainings, have taken the lead in an initiative important to us, and all of us our required to sit on at least one leadership committee at our school.
I absolutely love taking a leadership role, and learning from my colleagues when I am not in one. My principal has found a way to attract the best teachers, whether from another district, or like me, from the business world.
I can't wait to continue blogging and learning from all of you 'teacher-leaders' out there!

[Sarah B.]

I have always been a natural leader, so when I started teaching I attempted to juggle more than just my classroom and students. My principal asked if I would chair our school improvement program because none of the other experienced teachers wanted to take that responsibility on. However, they sounded very supportive when saying they would offer help. The outcome has not been positive. I only have thee years experience as an educator in the classroom, and I am finding out that I am truly not the woman for the job. Furthermore, there has not been any support from any other teachers in the building. Additionally, there is so much paper work, templates, time lines, graphing, and charting that I feel that I have not yet changed a child's life for the better; that was the whole purpose for my leadership in the first place.

[Martha]

As a teacher educator, I am fascinated by this discussion. I agree that leadership is pretty much ignored in many teacher-prep programs. Also, it's quite true that teachers often feel overwhelmed and unwilling or unable to take on additional duties. Further, teachers tend to be isolated in their classrooms and have few genuine opportunities for interaction and communication with their colleagues. It is tough to lead when there's no one else around!

The hierarchical structure of schools is another barrier to leadership. Teachers have been well-trained in the practice of leaving leadership to the administration. Unions provide some avenues for leadership, but can sometimes serve as barriers as well. I can recall being told by the union rep at my school to "stop working so hard because you are making us look bad."

However, I'm sure everyone reading this can think of examples of "teacher leaders" who rise above these circumstances and assert professional leadership in their buildings, districts, and beyond. What characteristics do they share? What do they do differently?

I'd assert that one important leadership quality is a positive attitude. I think we naturally gravitate to those who radiate enthusiasm and a "can-do" attitude. Leadership can begin with a commitment to interact positively with those around you. If you can engage even one colleague to join you in improving the "emotional climate" of your school, you will have taken an important leadership action.
Martha

[Lisa Bishop]

Although leadership is not a required college course, most truly effective teachers are leaders. This personality trait goes hand-in-hand with being an educator.

[Melissa Herb]

Leadership is something that only a few in my school will step up to. As has been pointed out by many others who have participated in this blog, there are many reasons for this. For me, this is my first year in a real leadership role in my school, as I was just tenure last year and did not feel comfortable taking on this role before I was tenured. I know that the majority of the teachers in my school feel overwhelmed already with different items on their plates and meeting all of the requirements that my school has for NCLB and more. Since they are overwhelmed already, they don't want to take on a leadership role which will just add more stress and strain on them.
I am enjoying reading everyone's ideas in this blog, as with some others responding to this blog, it is my first also.

[Karie]

It is difficult to balance the extra duties or leadership responsiblities that are part of the teaching profession. Your classroom should come first. If your students suffer from your involvement outside of your classroom, you have to be able to say to your administrator that you need to step done from whatever committee or team you are serving. It does tend to be a few within the building that step forward. I used to think it was because the others weren't interested. I now know that the others have just learned how to say no. We have to be willing to place our students first and foremost in our planning and focus. If we have time for more than that, then we can pursue building leadership opportunities.

[Gigi Hawkins]

I am really enjoying this discussion thread! Everyone has posted some great insights, whether pro or con on the subject of taking on leadership roles as an educator.
I agree that our class has to come first, and that we must put our students' needs above our own need to lead, but I also believe that they are really one and the same.
In my master's class, we are discussing the journey from novice to expert teacher. All of the articles, books and videos that I have read and/or watched have all concluded that to move to the status of expert, one has to continue learning as much as possible in his field. Taking a leadership role forces you to continue your studies and become more knowledgeable in the field of education.
However, I think it is necessary to take leadership roles that will help you in the classroom. For instance, my background is in computer training, so pushing myself to dig deeper into finding fun and engaging ways to integrate technology in the classroom helps not only me and my students, but it is information that I can share with my colleagues.
Our school has several leadership committees that each teacher can sit on voluntarily. The only problem is that we really only use one representative from each grade level. Due to having a new reading and writing curriculum, I wanted to sit on the Literacy committee, but there wasn't a spot open. The amazing thing is that so many of our "seasoned" faculty were driven to jump onto this committee so as to provide their students with the latest teaching strategies based on scientific research.
For this reason, I am a big proponent of teacher leaders... while sharing information with your colleagues, you gain much knowledge and application skills to address the needs of the people that matter the most - your students!
I look forward to reading more opinions and ideas from all of you! I am learning so much!
Gigi

[Kimberly Yoakem]

I think many times people try to present their ideas and mean well, but they come off sounding cocky & arrogant. It's like my mother has said all my life, "It's not what you said, but the way you said it." If you come off sounding like you think you know more, then your administrator and/or colleagues may never listen. Try going in being sincere and heart felt and talk as if you were with a buddy and on a level playing field. Administrators are human and I have worked with some that sound like the ones we're discussing here, but underneath they want what's best for the children.

[Susan Miraflores]

I never envisioned myself as a teacher leader when I decided to become a teacher. I wanted to teach, not be an administrator or take a leading role in my school. The more I taught and became passionate about what I taught, I became a teacher leader like many others in my school. I started teaching in a small private school. As we would discuss our plans for the students, each teacher seemed to add their strengths to the topic. We evolved into a strong team that helped each other grow and become passionate about all parts of the curriculum.
I now see how every teacher can become a teacher leader and how much stronger a school can be when all teachers take leadership roles.

[Kristen F.]

I agree with Melissa that it is difficult balancing your classroom responsibilities with those outside your classroom. I think this is why many teachers, including myself, are hesitant to take on leadership roles in their buildings. My classroom is my main priority, and I worry about not having enough time to prepare and provide the best instruction for my students. Even though I feel unprepared to be a teacher leader in my building, I feel that I am a leader in my grade level. Why? I guess because I know that what goes on directly affects my students. I know that having teacher leadership in the building is important, but for me, it is one step at a time. Maybe when I am not in grad school and teaching in our after school program I will feel I can put more effort into becoming a leader in my building.

[T E N]

Teacher leadership is an interesting concept. Teachers are leaders in their classroom every single. Students follow their lead and guidance. But when it comes to leading your peers teachers can get funny about it.

Being in a brand new school definitely has its advantages. I get to create a unique curriculum and I get the support of my administration. This is a stark contrast to my previous school where I was handed a curriculum a week before school started and the administration attempted to provide support but was more concerned with improving test scores than helping the teachers become more effective.

At my old school teachers were told to keep their doors shut and it was taboo to visit another teacher's classroom. In fact I actually got in trouble when I left my door open, our noisy classroom was disturbing the quiet corridors. I was frustrated that teachers were not more willing to peek into their colleagues rooms. I often invited other teachers to come into my room to see what my students were up to. My students also were a presence in the school. We roamed the school grounds looking for places that we could utilize for our lessons.

Now that has changed. Of course schools change with setting, my old school was a public school in Brooklyn and my new school is a private school in Jordan (yes, the Middle East), but there is a sense that all of the teachers want to be here. It is quite unique because all of the teachers approached the Headmaster to work at this school and he did not have to place any ads or go to any recruiting fairs. My door is always open and everyone from the Headmaster to teachers to the custodial staff drop in to see what we are doing in our classroom. Sometimes mid-lesson we shift gears because someone comes in with a new idea or concept. This can be a bit distractive, but it definitely keeps my students interested.

I urge all teachers to keep your doors open, you never know what idea is going to walk through.

[Carolyn]

Teacher leadership is not a topic I have given a tremendous amount of thought until recently. I agree that teachers are leaders in the confines of their pwn classroom everyday; however, the teachers role within the school is much different.
I believe it is very important for the administration to know what teachers are thinking and how they are doing. I do not think they are always willing to listen though. For example, this year our K-2 school has gone to a performance based report card alot like the ones used in kindergarten classrooms. It SOUNDS like a great idea, but in reality we are doing more testing now and less teaching. I feel this is a disservice to our students. The kindergarten teachers are able to do this individualized testing more effeciently because they have a parapro in the room with them at all times. The rest of us do not have that luxury. It is difficult to keep my 19 other first graders busy while I do the testing for each standard and skill.
The teachers did not really have a voice in the decision to do this. We were asked our opinion, but we were not heard. This has led to a great deal of tension and stress within our school.
It is really unfortunate when administrators will not allow teachers to develop a greater leadership role in the day to day finctioning of our schools and our classrooms.

[Amanda]

I agree with many of the comments posted here. It is hard to balance a teaching career, graduate courses (like many of us are taking), and a personal life in general. If I were to add on another leadership role (outside of the classroom) at the present time, it would be overwhelming to me.

I am in my third year of teaching. In my school, it is mostly the grade level chairperson that brings forth issues and concerns to the administration after the grade levels have had their weekly meeting. It does not mean that the other teachers cannot approach the principal with a concern. However, I find that most of this is done by the grade level chair, particularly those issues that affect the whole grade level and not just a specific classroom.

Last year a certain individual was constantly trying to be a leader of the whole school and getting involved with many things. Her colleagues did classify her as "bossy" and believed she needed to step down a little. I am sure the staff in my building do not want that reputation, therefore they often pass on leadership opportunities.

[Michelle]

I agree with many of you that its amazing how many teachers do not speak their mind. I feel it has a lot to do with the feedback or reaction you get from administration after you say what you have to say. I have taken a step toward being a leader this year by volunteering to be the team leader. I am basically expected to speak on behalf of my first grade team to admin, office, custodial staff, etc. I am happy I took this step but speaking up is not always easy.

[Alena]

I found this article interesting because it stated the importance of having relationships with other teachers. I feel that without those relationships and friendships it is harder to have a leadership role because you are not respected and your intentions can come across the wrong way.

[Jennifer]

Being a leader and a teacher is not a hard thing to do because most of us share ideas with colleagues, help fellow teachers with lessons or lead by example. Being a leader becomes difficult when they put a title on the job and give you a little extra money for doing a ton of extra work. Its hard to maintain a life and maintain your daily teaching duties with extra work added on. I think the desire to be in a leadership position depends on your teaching and the demands that administration has on lead teachers. Ive noticed that in some cases administration likes to put the "yes" people in the position of leadership and then they do not earn the respect from the group by not being the voice of the group and just playing the middle man or woman. They become the person that just sends the message down from administration.

[Carolann Wade]

Karie wrote:
our principal made sure that we were all teacher-leaders.. . She regards our school as the 'leadership academy' for teachers and is able to find the special qualities that each of us have to offer and brings them to the forefront.

I love this idea of your principal considering your school a leadership academy. Tell us more about how this works! Encouraging the talents and interests in our colleagues is so important in helping each other develop as teacher leaders.

[Angela]

I just finished reading the article, Real Principals Listen by Eric Glover. In the article he talked about his journey to becoming a principal who allows his teachers to be leaders. After years of practice, he finally allowed himself to listen to his teachers. I feel so grateful to work in a school where my principal listens. She is very open to ideas and doesn't immediately throw out ideas that she doesn't agree with. She considers every idea that is presented to her. She is always looking for ways to improve the classroom for our students and teachers. I feel that I can go to her and ask or talk about anything! She will never make you feel like you are asking a stupid question or making an invalid suggestion. Also, in the article, it talked about standard based report cards. I am interested to know what these are all about. Does anyone use these at their school?