3. ACTIVITY – LEADERSHIP ROLES
ACHIEVEMENT
ADVENTURE
CHALLENGE
CONTROL
CREATIVITY
ECONOMIC BALANCE
FAIRNESS
FREEDOM
HAPPINESS
HARD WORK
HONESTY
HARMONY
INVOLVEMENT
ORDER
AFFECTION
COMFORT
CONFORMITY
COOPERATION
DIRECTNESS
EXPERTNESS
FLEXIBILITY
FRIENDSHIP
HELPFULNESS
INDEPENDENCE
INTEGRITY
LEADERSHIP
MORALITY/ETHICS
LOYALTY
PREDICTABILITY
RESPONSIBILITY
RESPONSIVENESS
PERSONAL DEVELOPMENT
POWER
RECOGNITION
RISK
SELF-RESPECT
VARIETY
SECURITY
TRADITION
TRUST
WISDOM
OTHER VALUES:
Activity directions: Reflect upon the values that define your role as a teacher leader. Encircle five values listed
below that best describes you and completes the following sentence:
" _________________________ is a ‘cornerstone’ in my approach to leadership."
4. What are the 5 common roles of leadership in your
group? What about the unique roles?
Was it difficult in identifying your roles? How?
How can you prove that your leadership roles are
beneficial in your teaching?
Suggest ways on how the school administrators support
your role to perform in school.
– LEADERSHIP ROLES
5. WHAT IS A TEACHER LEADER?
Premise 1: Teachers typically define career satisfaction in terms of their ability to be
of service to others and make a difference in the lives of their students (McLaughlin
& Lee, 1988)
Premise 2: Teachers usually do not subscribe to traditional definitions of leadership
as “higher” or “superior” positions within the organizational hierarchy (Devaney,
1987)
Premise 3: Instead, teachers view leadership as a collaborative effort, a “banding
together” with other teachers to promote professional development and growth and
the improvement of educational services (Troen & Boles, 1992).
Conclusion: Teacher Leadership are dispositions and skills demonstrated by
teachers who teach students but also have an influence beyond their own
classrooms. It also entails mobilizing and energizing others with the goal of
improving the school’s performance in terms of teaching and learning for the
6. WHAT IS TEACHER LEADERSHIP?
“TEACHER LEADERSHIP IS THE PROCESS BY WHICH
TEACHERS, INDIVIDUALLY OR COLLECTIVELY, INFLUENCE
THEIR COLLEAGUES, PRINCIPAL, AND OTHER MEMBERS
OF THE SCHOOL COMMUNITIES TO IMPROVE TEACHING
AND LEARNING PRACTICES WITH THE AIM OF INCREASED
STUDENT LEARNING AND ACHIEVEMENT.”
From meta-analysis of teacher leadership research by York-Barr and Duke (2004)
7. WHY TEACHER LEADERS?
Assisting supervisors and administrators with curricular and
instructional support.
Grass roots – change goes furthest when it comes from within and
offers the widest reach.
Fosters professional growth through collaboration and continuous
learning.
Promotes positive organizational culture and climate.
8. TEN ROLES OF TEACHER LEADERS
Resource Provider
Instructional Specialist
Curriculum Specialist
Classroom Supporter
Learning Facilitator
Mentor
School Leader
Data Coach
Catalyst for Change
Learner
9. MENTOR
Serve as a role model and support
system for the beginner teacher
Acclimate new teachers to a new
school staff
Advise new teachers about effective
instruction, grade-level curriculum,
school procedures, and best
practices
Provide support to teachers in need
of improvement
10. WHAT TO WATCH OUT FOR
Identify a mentor that is best
suited to work with a new
teacher based on their
needs/growth.
Tapping into different teachers’
strengths and personalities to
make a good match.
Administrative follow-through
and goal setting.
11. EXAMPLES OF TEACHER LEADERS AS MENTORS
Informal Teacher Leaders:
Formal mentor
Building-based, daily
support
Content or grade-specific
guidance and support
Formal Teacher Leaders:
Formal mentor
Work with novice or
teachers in need of
improvement
Lead district-wide first year
teacher training
12. RESOURCE PROVIDER
Guide teachers by providing
instructional materials, websites,
exemplary lesson plans
Extend teacher learning by sharing
professional resources such as
articles, new approaches to learning,
and assessment tools
Act as a sounding board for teacher
questions and concerns
Assisting teachers in analyzing data
to improve instruction
13. WHAT TO WATCH OUT FOR
Administrative review of resource
aligned with philosophy and
standards
Knowing each staff member’s
strengths and tapping “experts”
in certain areas
The wrong teacher leader can
undo positive strides made
earlier
14. EXAMPLES OF TEACHER LEADERS AS RESOURCE PROVIDERS
Informal Teacher Leaders:
Content or grade-specific
specific resources
Building-based,
presentations and
workshops
Share exemplary lessons and
activities
Formal Teacher Leaders:
Newsletters, blogs,
websites
Share professional articles
and best practices in
education
15. CURRICULUM SPECIALIST
Serve on curriculum committees or
lead curriculum efforts
Lead teachers to understand content
standards, follow the adopted
curriculum, use common pacing
charts, and develop shared
assessments
Answer questions regarding the
curriculum, provide resources to
support the curriculum, offer
professional development for those
implementing new curriculum
16. WHAT TO WATCH OUT FOR
Administrators should make it
to a point to acknowledge
leaders as resources in such a
way that staff are are
encouraged and expected to
use them
Provide teacher leaders with
the use of flex time, coverage,
and scheduled time during
staff meeting to share and
17. EXAMPLES OF TEACHER LEADERS AS CURRICULUM SPECIALIST
Informal Teacher Leaders:
Serve on curriculum
committees
Act as instructional support
when implementing new
curriculum
Open classroom as lab class
for teachers to observe
Formal Teacher Leaders:
Lead curriculum development
efforts and committees
Act as the “first contact” to
support principal
Become an expert in content
and curicullum
Provide coaching experiences
18. CATALYST FOR CHANGE
Facilitate the dissemination
of information
Organize movement to
adopt a new policy
Have a strong commitment
to continued improvement
and seek learning
opportunities for the latest
and greatest approaches and
practices
19. WHAT TO WATCH OUT FOR
Provide experiences that foster
teachers’ interest to encourage
positive change
Administrators must be committed to
implementing changes that are being
recommended
Administrative follow-through to
support teacher leaders in gaining
buy-in from teachers and carrying
out change
20. EXAMPLES OF TEACHER LEADERS AS CATALYST FOR CHANGE
Informal Teacher Leaders:
Sharing a new best practice
learned at a workshop with
staff.
Serve as school leader of
Professional Learning
Community to explore change.
Formal Teacher Leaders:
Learning about new
approaches and best practices
to provide professional
development to both
administrators and staff.
Leading staff development and
direct district committees.
21. BUILDING TEACHER LEADERS
Think - Group - Share
How can you create a structure that will allow
for teacher leadership?
What would teacher leaders look like in your
school?
22. LEADERSHIP SKILLS PLAN
Find a vision
Establish team values
Set norms
Identify expectations
Nurture collaboration
Build trust
Conduct effective meetings
Make meaningful decisions
Manage conflict
Problem solve efficiently
Set goals
Plan effectively
Share information
Communicate successfully
Coach others
Train for competency
Give productive feedback
Mange change
Assess performance
Objective (s): To build a leadership skills development plan.
Activity directions: Study the leadership skills below. The group has a chance to add skills to the
list. Once you have discussed the list, each person has to select three that he or she feels need
attention. Collect and plug those three into the chart below and fill in the necessary information –
23. LEADERSHIP GROWTH PLAN
Leadership
Skills to
Improve
Growth
Objective(s)
for each Skill
Activities
People
Who can
Help
Indicators of
Success
Timeline
Example:
Meeting
Facilitation
To conduct
team meetings
where more
people
participate
1. Ask selected
team members for
honest feedback.
2. Have the
principal critique a
meeting
Principal
& peers
15% increase of
team members
speaking at
meetings by the
end of the
quarter.
1. Obtain feedback
after the first three
meetings.
2. Try at least one
new strategy every
two meetings.
A.
B.
C.
Options: Participants may select a partner to check each other's progress. This helps teacher stay on task
once the meeting or workshop is over.
24. WHY TEACHER LEADERS?
--- Blogger Erin Kelly (Dep’t Chair, Fairfax, Virginia)
I wanted more opportunities to "have my voice
heard.” ---- FUN
I wanted to impact students outside my classroom.
---- COOL
I wanted to grow and learn as a professional.
--- EXCITING
26. WHY TEACHER LEADERS?
“Never doubt that a small group
of thoughtful, committed citizens
can change the world: indeed, it’s
the only that ever has.”
- Margaret Mead
- Anthropologist
29. LEARNING TASK ORIENTATION
Enhancing Self-esteem of students
Identifying potential and strengths of students
Respecting and valuing students
Giving positive feedback
Giving time outside the classroom
Mentoring and counselling
Listening to problems and difficulties of students
Caring for and empathy towards students
Showing personal interest and paying attention to
individual students
Relating to a student beyond course content
No undermining or discounting of students
Setting higher expectations from students
Maintaining discipline in the classroom
High standards of preparation and delivery
Asking questions in the classroom
Solving students’ academic problems and doubts
Engaging students in the classroom
Providing immediate feedback about assignments
and exams
Demanding greater time of students for mastering
course content
Giving self-learning exercises and tasks after the
class
Insisting on pre-reads and other reading
requirements
PERSONAL CARE ORIENTATION
30. BEGIN WITH THE TEACHER
I have come to a frightening conclusion. I am the decisive
element in the classroom. It is my personal approach that
creates the climate. It is my daily mood that makes the
weather. As a teacher I possess tremendous power to make
a child’s life miserable or joyous. I can be a tool of torture
or an instruction of inspiration. I can humiliate or humor,
hurt or heal. In all situations, it is my response that decides
whether a crisis will be escalated or descalated, and a child
humanized or dehumanized.
31. HAVE A SIGNIFICANT IMPACT ON LEARNING
No significant learning
occurs without a significant
relationship.
--- James Comer
32. MUST BE RECOGNIZED FOR THEIR AUTHENTICITY
Caring is a moral imperative,
a social responsibility, and a
pedagogical necessity.
--- Geneva Gay
33. --- BARNETT BERRY
President and CEO
The Center for Teaching Quality
“The Teacher Models
Standards set the the stage
for the 21st century teaching
profession that students
deserve.”