In response to “Teachers as Leaders,” which asked, What do you believe is standing in the way of more teachers assuming leadership at school?
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. On about the 3rd day of training, we all went to dinner, and 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.”
—Sandra West
Even in schools where the administration encourages teacher action, it takes a while for teachers to believe that it's for real. It's ingrained in the culture that a teacher's leadership is between themselves and their students. Taking that role outside the classroom is a foreign concept. It doesn't help that administrators, unsure how to capitalize on teacher leadership, often thwart efforts. One benefit of an online professional community, like the Teacher Leaders Network, is that it provides a place for teachers to step up and speak out about issues that affect their professional lives. 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
We all know the pressure is on. Leadership means sticking your neck out. If my initiative fails, it comes back to haunt me. However, given solid modeling by administration (like when they stick their necks out for me), I realize that the extra effort and risk are 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.
—Matt Malcore
I have been teaching for 31 years, and I have always been outspoken about how to improve our schools. I have worked in schools in which the administration has taken my recommendations and acted on them. In my present school, the administration thanks me for my comments but never acts on them. How can you lead if no one is listening?
—Gloria Allegri
Gloria, there is a teacher in my school who feels exactly like you do. She shares many of her ideas with me, but when she brings them to the higher-ups, she is snubbed. How do your peers react to your initiatives? When this teacher brings ideas to me, I will take her ideas (anonymously) to our fearless leaders. Another method may be to find supporters among your peers and present them to administrators as a group.
—Matt Malcore
I agree that it seems like ideas are not always heard, but I also 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 staff committees at my school. I felt that I could make a difference. Then the committees ended up being more meetings that never had positive outcomes. It was frustrating and has 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 committees. They simply do what needs to be done.
—Jenny Edwards
In our school we have seen a major switch in the roles of teachers. We have a leadership committee that meets with the principal every week. This team acts as a liaison between the faculty and administrators. 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 schoolwide behavior plan, set instructional goals, and established student expectations. Giving the teachers in our school a voice has had a positive effect on the climate of our school. The teachers are more willing to implement changes, there is a more relaxed feeling in the school, and the teachers are more willing to share instructional best practices. No longer are we a school where everyone goes in their rooms and closes the door. We have a voice and now feel like that voice matters.
—Toni Dunn
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
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 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.
—Derek Moore
Your classroom should come first. We have to be willing to place our students first and foremost. If we have time for more than that, then we can pursue leadership opportunities.
—Karie
I agree 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. For example, 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 I can share that information with my colleagues, as a leader.
—Gigi Hawkins
As a teacher educator, I am fascinated by this discussion. Leadership is pretty much ignored in many teacher-prep programs. Also, it's quite true that teachers often feel overwhelmed 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!
However, I'm sure everyone reading this can think of examples of teacher leaders who rise above these circumstances and assert professional leadership. What characteristics do they share? What do they do differently? I'd assert that one important leadership quality is a positive 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 climate of your school, you will have taken an important leadership action.
—Martha
