ELLEN
BERG
Diary #22
Reflections on Teacher Leadership
leader (n) 1: a person who rules or guides or inspires others
A few days ago someone asked me to provide my definition of teacher leadership. A few years ago, I would have answered the question differently.
When I first started thinking about the concept of teacher leadership, I was prone to limit the designation to those staff members who were not yet administrators but who were in some sort of official leadership position such as a team leader, department chair, or committee chair. Over the past couple of years, however, my definition has changed significantly.
I think all of us have the potential to be teacher leaders depending upon the time or situation. Moreover, I think all of us have the responsibility to assume leadership regularly. Most people think of leaders as people who boss everyone else around, telling them what to do and how and when to do it. However, I am beginning to understand that leadership is more about inspiring, motivating, guiding, questioning, and modeling for others to help them tune their skills and become leaders themselves. True leadership is not designed to create dependence but independence.Waiting for someone else
If you have followed my diary entries from the beginning, you have read of my struggles and fears about speaking up. In essence, I was waiting for someone else to do the leading so I could follow along and enjoy the benefits of their courage. My argument was that I was still a new teacher, and while I might—someday—assume the reigns of leadership, I did not have the "stuff" to be an effective leader at the time. It sounds good, but it was actually a bunch of bull to cover up my fear and abdication of responsibility.
In my mind I believed I would have to take giant risks, put my job on the line, and work overtime to effect change. This week I finally came to realize all of that is not necessary to be a change agent.Evidence of leadership
Three events helped me realize I am becoming a teacher leader.
First, the social studies teacher on my team, a second-year teacher, has been working collaboratively on a racism project with our Americorps worker. As they were preparing the curriculum, she came to me several times to ask my opinion about various items, and instead of giving her all of my opinions, I questioned her about the results she wanted and encouraged her to make an informed decision. Once she decided to stick with her original decision, I made some suggestions about managing the discussion, which she took and adapted to her own needs.
During the project both she and the Americorps worker shared their successes as well as the areas they wanted to improve. Again, I asked them to reflect and think about how they could get the desired response; they did so and were successful. One evening last week I realized their project would provide excellent content for an article. I e-mailed my colleague and encouraged her to write an article about her experience, offering to help her in any way I could. She responded enthusiastically, and she is going to co-write an article with the Americorps member. Not only is this very good for her career, it will cement her learning and develop confidence in her capabilities as a teacher. The second event was a conversation I had with three younger teachers at happy hour on Friday. We began talking about the assorted projects we had planned for fourth quarter, and we helped one another gather ideas and looked at ways to integrate our content. While I offered suggestions and helped these teachers focus their ideas, I do not think that was most important. Rather, I spent time developing a relationship with my colleagues centered not only on friendship but on student achievement. I think I was modeling the mindset of good teachers.Finally, and perhaps most personally risky, I began forwarding e-mails from the MiddleWeb listserv and sending helpful links to the rest of my staff. I have been quite afraid to do this in the past, as I know there are some on the staff who roll their eyes or make little comments when I open up my mouth in faculty meetings and workshops. They have made me feel like a freak because I am focused so strongly on student learning and achievement.
I have long played into the role of nerdy kid who tried to fly under the radar to be accepted. No more. I have realized that my focus and not the nay-sayers' is the right one. Our school's culture is changing, and I want to be do whatever it takes to help move us along in the right direction.
Being a teacher leader may include being a team leader or department head, but it is much more than that. It is sharing with colleagues, modeling effective practices, encouraging others to develop and stretch themselves, and working to improve our teaching. Leadership is in all of us.
