Introduction

Susan Bridges anxiously waits to

hear who will become the new principal

at her school. As a teacher in the forefront of

school change and improvement, Susan has seen

principals come and go with regularity during

the 12 years she has taught in the school. Some

of these building administrators were supportive of teacher leadership, while others were

threatened by the suggestions made by the staff.

What will the new principal bring to the school?

Will Susan and her colleagues spend their time

and energies bringing the principal up-to-speed

in what they are doing to improve student learning? Perhaps this time the principal will be

knowledgeable about how to collaborate with

existing teacher leaders and build on their successes. Time will determine the outcomes of these

questions, but meanwhile Susan and other staff

members wait in anticipation.

Susan’s dilemma is not unique. Conversations with teachers in the forefront of

school improvement across the Southeast

reveal this situation repeats itself over and

over again. One teacher reported that it

took her colleagues over five years to help

their principal understand how to support

teachers. This teacher reported success, but

how many similar stories end in disappointment? Teacher and administrator relationships are key to improving student

learning in schools. Principals who recognize that teachers can assume leadership

roles formerly reserved for administrators

unleash a powerful resource for the school.

SERVE, recognizing the potential of

teacher leadership, developed a mechanism through which teacher leaders’

voices could be heard to benefit educational improvement. Over a nine-year

period, SERVE invited the current and

past Teachers of the Year from Alabama,

Florida, Georgia, Mississippi, North

Carolina, and South Carolina to meet on

a bi-annual basis to explore issues related

to teacher leadership. After studying current literature about teacher leadership,

these exemplary teachers examined and

compared their personal experiences with

the research. The teachers acknowledged

that “walls” often exist between teachers,

administrators, and policymakers. Their

hope is that the recommendations that

emerged from their study together will

promote positive relationships, leading to

improved teaching and learning.

Why Promote Teacher

Leadership?

Both teachers and administrators struggle

to make schools better places of learning

for students, yet the progress has been

frustratingly slow. The pressure to improve the quality of teachers and instruction gained substantial momentum with

the release of the National Commission

on Teaching and America’s Future

(NCTAF) report, What Matters Most:

Teaching for America’s Future. According

to this national imperative, “by 2006 we

will provide every student in America

with what should be his or her education

birthright: access to competent, caring,

and qualified teaching in schools organized for success” (NCTAF, 1996). This

challenging goal can be addressed through

systemic initiatives designed to build the

capacity of teacher leadership.

After years of mandated programs and

policies, we are finally recognizing that

teachers, who are at the heart of the educational process, have the most expertise

and knowledge of how to improve education for students (Louis, et al., 1996). In

order to tap into that expertise, we must

recognize and develop teacher leaders, as

well as create structures to support them.

Teachers in collaboration with their peers

can form a critical mass for positive or, unfortunately, negative change within a

school. The concept of critical mass is defined in nuclear physics as the minimum

mass of material needed to undergo a continuous chain reaction. Following the same

line of thinking, a critical mass of teacher

leaders can influence others throughout an

educational organization.

Teachers of the Year

Speak Out: Tapping

into Teacher Leadership 2001
Promoting teacher leadership is a relatively

new practice in education. Historically, the

culture of most schools is such that teachers behave as independent contractors

working in isolation with minimal supervision. Unilateral directives set forth by

policymakers fail to recognize that the improvement of education depends on the

teacher’s individual belief system of how

and what students should be taught. These

belief systems are rarely influenced by

mandated policies, but they can be influenced through collective learning communities (Peterson, P. L. & Barnes, C., 1996).

The SERVE Teacher of the Year (TOY) Advisory Committee is an example of teacher

leadership within a professional learning

community. Through these teachers’ personal leadership and their contributions to

policy briefs and special reports, exemplary

practitioner knowledge and research is accessible to all educational stakeholders. Here

are some examples of testimonial statements

from these teacher leaders:

The SERVE/TOY Advisory Group process

empowers teachers to reflect...stretch...and

grow into capable, caring leaders who make a

difference in the lives of those who encourage

teachers to lead.

It has been invaluable to interact with dedicated, passionate, innovative, student-centered

teachers who have similar and yet varied

experiences. We appreciate the opportunity to

share, learn new ideas, support each other,

and encourage continuation of our roles as

teacher leaders.

Teacher leaders can collaborate with administrators in the effort to influence improved teaching and learning. The rich

synergy of faculty and staff engaged in professional learning communities, both inside and outside the school, can contribute

significantly to the school’s success.

How Do I Know

Teacher Leadership

When I See It?

Amajority of teachers who take on leadership roles are reluctant to see themselves as

leaders (Katzenmeyer & Moller, 2001). To

most teachers, a leader is defined as a formal position, such as principal, assistant

principal, or department chairperson.

Teacher leaders hold formal roles, but

most of the powerful work of teacher

leaders is done informally and reflects a

teacher’s passionate interest in the focus

of the leadership role.

In an effort to help teachers and other

educators recognize the many facets of

teacher leadership, the SERVE TOY Advisory Committee defined teacher leadership in October 1999:

Teachers are leaders when they function in

learning communities to (1) impact student

learning, (2) contribute to school improvement, (3) inspire excellence in professional

practice, and (4) empower stakeholders to

participate in educational improvement.

In order to fulfill their role as a teacher

leader, they exhibit characteristics and

skills such as the following:

• Maintaining a constant focus on

student learning

• Seeking lifelong learning

• Skillfully using facilitation and

presentation skills

• Developing and maintaining

relationships

• Leading change

• Planning and organizing

• Understanding politics, power,

and authority

Teacher leadership roles are uniquely dependent on the school context in which

the teacher is working. Here are some examples of teacher leadership roles both

inside and outside the school:

• Chair the state teacher forum to

promote teacher leadership

• Work closely with legislators and

policymakers

• Influence the Governor’s Teacher

Advisory group

• Serve as a lead teacher

• Provide professional development

for other teachers

• Mentor new or experienced

teachers

• Facilitate Teacher Dialogue Forums

A SERVE Special Report

 First Edition, First Printing, 2001

First Edition, Second Printing, 2002

Associated with the School of Education,

University of North Carolina at Greensboro

Written for SERVE by

 Dr. Gayle Moller,

Western Carolina University

Dr. Deborah Childs-Bowen,

Consultant

Jennifer Scrivner, Consultant

Edited by

Dr. Charles Ahearn, Director

of Communications and

Publications, SERVE

 Dr. Donna Nalley,

Project Director for

 Publications, SERVE

Designed by

Jeremy McClellan,

Graphic Designer, SERVE

The content of this publication does not

necessarily reflect the views or policies of the

Office of Educational Research and Improvement, U.S. Department of Education, nor does

mention of trade names, commercial products,

or organizations imply endorsement by the

U.S. Government.

This document was produced with funding from

the Office of Educational Research and

Improvement, U.S. Department of Education,

under contract no. ED-01-CO-0015.

Grateful appreciation is extended

to the SERVE Teacher of the Year

Advisory Council for its thoughtful

input into this document
What Would a

School Look Like

with a Critical Mass

of Teacher Leaders?

If teachers could design a school in which

teacher leadership was the norm, what

would be happening in that school? This

question offered the SERVE TOY Advisory Committee the opportunity to reflect about the ideal school.

School Culture

Creating a school culture supportive of

teacher leadership within professional

learning communities is more than a congenial work environment, as camaraderie

does not necessarily result in professional

growth. Attention to building a healthy

school culture is a key element in promoting teacher leadership (Bishop, H. L.,

Tinley, A., & Berman, B. T., 1997).

Teachers want to work in school settings

where they are valued and engaged in substantive collaborative work. Open communication, trust, and rapport within a culture

that accepts conflict as inevitable represents

the type of organization supportive of teacher

leadership, which can result in a higher level

of teacher retention (Shen, 1997).

Professional

Development

Schools with strong teacher leadership focus curriculum and professional development on improved student learning (Hord,

1997). Time for interdisciplinary planning

and grade-level cooperation allows continuous curriculum review and team teaching.

Teachers feel successful when they collaborate to identify the best methods for improving student achievement.

The need to create results-driven, highquality professional development in

schools and systems is vital for teacher leadership. Leadership among teachers thrives

when teachers are involved in planning

and delivering professional development.

Through study groups, mentoring new

teachers, and professional conversations

focused on student work, teachers create

new ways to improve their practice. Professional development can be the leverage

or focal point for building teacher quality

through teacher leadership.

Decision Making

Shared decision making in schools should

engage the whole teaching staff. Teacher

leaders who collaborate with school administrators to make critical decisions can

develop a sense of shared responsibility in

the development of schoolwide reform efforts. Many schools create democratic governance structures to support teacher

leadership teams. School leadership teams

focusing on making data-driven decisions

regarding instructional practice and providing recommendations on prospective

new teachers are modeling democratic ideals for students (Lezotte, 1994). For example, in Georgia, The League of

Professional Schools is an organization that

assists schools in developing governance

structures that support teacher leadership

and improved student achievement.

Students

When students observe their teachers exhibiting leadership skills, they, too, believe they can be leaders. Building on the

leadership of teachers, students likewise

should be empowered as stakeholders in

their own education.

What Do Teacher

Leaders Need?

Successful strategies to promote teacher

leadership exist. With resources and

districtwide support, teachers can take advantage of multiple opportunities to hone

their leadership skills.

Networking

Formal and informal networks of teacher

leaders have proven to be highly effective

in building teacher leadership (Lieberman,

2000). Teachers need access to information about teacher networks and encouragement to participate in these external

support groups. For example, the National Writing Project (NWP), a teacher

network, uses a “teachers teaching teachers” model that promotes leadership opportunities for teachers at local sites and

the national level. The National Board

for Professional Teaching Standards

(NBPTS) provides a powerful national

network of certified teachers who advocate for increased teacher expertise. Networks need not be as formal as the NWP

and NBPTS; instead, networks can exist

at the school and district levels through

staff retreats for renewal and teachersponsored critical friends groups.

Leadership

Development

It is essential that teachers be given the

same opportunities as school administrators in developing leadership skills, such

as communication, facilitation, and organizational change theory. If teachers are

to be empowered with decision-making

opportunities and engage in establishing

schoolwide goals, it is crucial that they understand the big-picture issues surrounding school reform. Too often talented

teachers are asked to move from the isolation of the classroom to work with adults

without additional knowledge and skills

that are essential for this type of collaboration. Also, access to information and research is essential for quality decision

making by teacher leadership teams in order to make an impact on curriculum development and instructional practice.

Resources and

Encouragement

Teachers need time to work as leaders—

time away from students to engage in learning and leading with colleagues. Teacher

expertise is vital to the entire school improvement process, and yet it has been overlooked time and again—partly because

teachers are simply not released from direct supervision of students to participate.
Who Is Responsible

for Promoting Teacher

Leadership?

As teachers take on leadership roles, they

run into problems that challenge even the

most committed teacher. Examples of

these obstacles include (1) the structure

of the school day that limits time for leadership responsibilities, (2) the transition

from an isolated classroom experience to

being a facilitator of other adults, (3) the

egalitarian culture of teaching, which is

skeptical of teacher leadership, and (4)

the challenge to be taken seriously by formal school leaders in the school. To overcome these obstacles, university teacher

educators, principals, school districts,

policymakers, and even teachers must

assume collective responsibility for promoting teacher leadership at all levels.

• University preservice teacher education programs should provide potential teachers with the understanding

of how teachers are leaders in school

reform. Teacher leadership, as a strand,

can be woven throughout the entire

teacher development program with

leadership skills embedded within existing courses. Also, all graduate students in education should study

teacher leadership and develop skills

to take their newly learned knowledge

back into the context of their school.

• Successful principals should identify

competent, credible, and approachable teachers, then build their leadership capacity by providing

resources. Principals must give

teachers access to information and

research crucial to their decision

making. Research supports that “a

school must build its own teacher

leaders if it is to stay afloat, assume

internal responsibility for reform,

and maintain momentum for selfrenewal” (Lambert, 1998).

• School districts can promote teacher

leadership by inviting teachers to participate in districtwide decision making. Principals can benefit from

professional development in how to

promote teacher leadership at the local school level. Additionally, districts

can create opportunities for teachers to

lead at the district level by placing

teachers on special assignment while

being released from classroom duties.

• Policymakers must understand the

changing roles of teachers and provide resources for planning time and

quality professional development.

Currently, the typical school district

allocates less than one percent of the

budget for professional development;

in contrast, the private business sector invests three times that amount

(Sparks & Hirsh, 2000).

• Teachers can be powerful influencers with policymakers when

advocating on behalf of students

and the teaching profession. To

influence policy, teachers must help

educate the community regarding

the changing role of teachers the

need for reflective practice, and collegial planning. Teachers must be

able to articulate to the public a

rationale that satisfies the question,

“What’s in it for me and my children?” Thus, the community can

learn how teacher leaders can impact student achievement through

their expertise and knowledge of

quality instructional practice.

Conclusion

Tapping into teacher leadership is a critical step to improving teacher quality and

ensuring that education reform efforts

work. First, individual teachers need to

become more aware of their capacity to

be teacher leaders. Then, when teachers

collaborate with administrators to break

down the walls that exist between them,

changes are more likely to become systemic resulting in improved student

learning.

Teacher leaders can help guide colleagues

to achieve higher standards of instruction

and promote positive relationships between principals and teachers. Then perhaps the reliance on principal as the hero

leader can give way to collective leadership. Without teacher leadership, the

classroom door closes, and the status quo

is maintained.

References

Bishop, H. L.; Tinley, A. & Berman, B. T.

(1997). “A contemporary leadership model

to promote teacher leadership.” Action in

Teacher Education, 19 (3), 77-81.

Hord, S. M. (1997). Professional

Learning Communities: Communities of

Continuous Inquiry and Improvement.

Austin, TX: Southwest Educational

Development Laboratory.

Louis, Karen Seashore; And Others

(1996). “Putting teachers at the center

of reform: Learning schools and

professional communities.” NASSP

Bulletin, 80 (580), 9-21.

Katzenmeyer, M. & Moller, G. (2001).

Awakening the Sleeping Giant: Helping

Teachers Develop As Leaders, 2nd edition.

Thousand Oaks, CA: Corwin Press.

Lezotte, L. (1994). “The nexus of instructional leadership and effective schools.”

School Administrator, 51 (6). 20-23.

Lieberman, A. (2000). “Networks as

learning communities.” Journal of

Teacher Education, 51 (3), 221-227.

National Commission on Teaching &

America’s Future (1996). What Matters

Most: Teaching for America’s future. New

York: Author.

Peterson, P. L. & Barnes, C. (1996).

“The challenge of mathematics, equity,

and leadership.” Phi Delta Kappan, 77

(7), 485-501.

Shen, J. (1997). “Teacher Retention

and Attrition in Public Schools:

Evidence from SASS91.” Journal of

Educational Research, 91 (2), 81-88.

Sparks, D. & Hirsh, S. (2000). “Strengthening Professional Development.”

EducationWeek, <www.edweek.org/ew/

ewstory.cfm?slug=37sparks.h19&keywords=

Strengthening Professional Development>.

Lambert, Linda (1998). Building

Leadership Capacity in Schools ASDC.

Alexandria, VA (3).