On cultural change through teacher leadership…

March 14, 2011 at 12:00 PM Leave a comment

Some time ago, I worked on a Strategic Practice grant to expand a teacher leadership program at my high school. Found this among my entries…

 “The distributive leadership model is being explored to empower teachers as content leaders and mentors. While these roles have been designed to sustain momentum in academic disciplines and improve staff retention rates, incumbents also enhance the cultural diffusion of new values throughout the organization. Teacher leaders represent access to decision-making, goal-setting, and professional growth. As credible change agents, they endorse new programs by getting involved. As rank-and-file teachers, they stimulate interest in leadership values among peers as colleagues reflect upon their own professional aspirations in a new light. As a result, the current cohort of teacher leaders directly affects pedagogy as well as tacitly motivating their own successors. Ultimately, every member of the faculty should expect to have an impact on organizational growth and an opportunity to demonstrate leadership in and out of the classroom.

I continue to agree with this model; however, I would suggest some caveats below. 

  • Teacher leadership opportunities must offer authentic roles, not merely compensation for the absence of administrative assistants for content areas or professional development. The latter merely reinforces the bureaucracy by encumbering an exemplary leader with more low-level tasks, rather than genuinely supporting his or her career progress. Similarly, it reinforces a dues-paying mentality more so than creativity as a driver of career success.
  • Cultural change cannot occur unless peer leadership is empowered to challenge colleagues past the point of complacency with existing performance. There must be a shared sense of urgency for professional development along with the commitment to a participatory change process originating with senior management.
  • Having the intent and ability to lead is intrinsic to the teaching process. A culture of instructional excellence must recognize that strength across the faculty and encourage sharing of each unique voice. Access to leadership opportunities cannot be perceived to reside among a privileged few who share a common point of view.
  • Student-centered learning is nearly always on the agenda for professional development. Ironically, that is modeled through teacher-centered professional development whenever the teachers are being asked to learn something new. 
  • Teacher leaders should reflect the diversity of the faculty and the students over time. 
  • Institutional mentoring programs are by definition artificial and may reflect a lack of respect for maturity among teachers. Staff members should be encouraged in their search for kindred spirits and natural mentoring relationships. Time should be allowed for faculty relationships to evolve and genuine professional nurturing to emerge. School-assigned “mentors” should not be part of the long-term solution.

In keeping with my point of view…I resigned my teacher leader role after one year to make room for the next voice to be heard.


Entry filed under: School Leadership, School Transformation, Teacher Effectiveness. Tags: , , , .

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