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

What Do We Already Know?

Determine an Action Step• Measurable and Attainable

Implement Action Step

Reflect and Refine

HOUSEKEEPING Taking Care of Business Data Collection

Pre/Post Surveys Focus Groups

Follow-Up Dates – all 4:30 – 6:30 p.m. 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

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

Panic Zone

Growth Zone

Comfort 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 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

In your School: Larger influence Lead Change Collective responsibility

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

Group collaboration and facilitation Curriculum planning Instructional improvement Data, Assessment Design

REFLECTIONS ABOUT LEADERSHIPBreak

TEACHER LEADER EXPLORATORY CONSORTIUM

History of Teacher Leader Model Standards Overview of the Standards

TEACHER LEADER MODEL STANDARDS

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 school-based 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

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?

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

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.

Stages of Group Development (Storming) 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

What Do We Already Know?

Determine an Action Step• Measurable and

Attainable

Implement Action Step

Reflect and Refine

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!!