Years ago when I wrote a column called "A+ Schools," I quickly learned that to understand the big picture about a school, I'd better call the principal. He or she would fill me in on all the facts—mission, demographics, accomplishments, goals, achievement scores, urgent needs, you name it. However, if I wanted an up-close picture of classroom learning or a compelling, authentic, and, possibly colorful story about teachers and students, I needed to call a teacher. Or rather, a half-dozen teachers, who could tell me plenty. (But they didn't always know how many kids were in the school or what the budget priorities were.)
Roland S. Barth offers a keen observation about school leaders: "I noticed there were two classes of citizens in the school: those who worried about their classroom and those who worried about the school writ large," he says. "By and large, it was the teachers in one place and the principals in the other. … I vowed if I ever became principal, I would change that."
In this month's issue, Barth is one of the distinguished education thinkers we asked to mull over these questions: Is this a promising time for teacher leadership? And, if not, what's getting in the way? With new Common Core initiatives, impending new tests, controversies surrounding teacher evaluation, tightening financial realities, and a plethora of competing reform agendas devised without input from those who actually work in schools, we were not sure how educators would respond. The answers were enlightening—and sobering. We heard that the divide between the two kinds of "school citizens who care"—principals and teachers—still gapes wide. We also heard the following. To paraphrase our authors, "There has never been a better time for to emerge." "It is a perfect time for bolder leadership." "From crisis looms ." "It is as good a time as ever for ." And finally, "It's ."
So what are the new and different challenges surrounding teacher leader-ship today?
More need for leadership. Many students today are likely to have a relatively inexperienced teacher, whereas just a few years back, their teacher was typically a 15-year-veteran, Celine Coggins and PK Diffenbaugh tell us. The influx of new teachers brings new energy but also a demand for qualified teachers with experience in the subjects they teach to step up to the plate and mentor their colleagues. Whether new or experienced, those who can offer their coworkers thoughtful guidance on how to implement standards, use technology effectively, or create a collegial atmosphere are needed. These teachers will have to step forward if teaching is to be a profession that leads itself.
A revolving door for teachers. Teacher satisfaction has taken a nosedive, according to the 2013 MetLife Survey of the American Teacher. The number of teachers who say they are very satisfied with teaching has dropped by 23 percent in just five years—from 62 percent in 2008 to 39 percent in 2013. The national teacher turnover rate is 17 percent, and droves of teachers rated most effective are leaving within five years. Faced with mandates to make all students college- and career-ready and to compete with schools internationally, school systems fail to recognize the benefits gained from combined administrator/teacher leader-ship and unwittingly stifle the opportunities for autonomy and leadership that teachers seek.
Still, it's a momentous time for leadership. Dip inside the pages to read about some of the promising trends—including the success of schools in Finland, which take a route far removed from the one the United States is pursuing. Read about the new groups formed by "teacherpreneurs" who are to lead one another; the programs like PAR that empower educators to evaluate and support colleagues and improve practice; and the efforts in some areas where teachers manage whole schools. Read, too, the stories in which educators share what encouraged them to take on leadership. It turns out that a simple tap on the back can start a leader's journey.
Finally, read the articles written by teachers who lead in and outside the classroom, solving problems—from shaping the curriculum, to creating policy for student behavior, designing in-service programs, and coaching one another (pp. 18, 50, 68, 72). How do we tap more such teachers—those with great talent and know-how who would like to grow, learn, and contribute on a larger scale to transform "the school writ large"?
To quote Roland Barth, "The bottom line remains: All teachers can lead. Many teachers want to lead. Schools badly need their ideas, invention, energy—and their leadership."
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