Teacher Leadership: 10 things Administrators Can Do

Perpetuating a Culture of Shared Leadership & Learning

The Point:  Leadership is a driving force in the development of school communities.  The collaborative effect of disconnecting title from leadership potential can be powerful in perpetuating school improvement, and consequently, student achievement.  Administrators are well served to include multiple stakeholders on leadership teams.

The Story:  Teacher leadership thrives in schools that embrace constant learning and growth at all levels.  Change is ever-present in the world of education.  A new group of students arrives in each classroom at the beginning of every school year.  Those students bring a unique set of abilities, interests, and challenges.  They are connected to a constantly shifting body of expectations predicated by national, state, and local needs and desires which are influenced by a fluid political, cultural, and economic climate.  This constant change is inexorably accompanied by the need for learning, growth, and shared leadership.  Great teacher leaders embrace change and help others learn and grow along with them.  They model excitement over the availability of progressive tools and new learning.  They share insights and realizations that help foster effective instruction.  They listen and seek opportunities to learn from others.  They model a clear understanding that other teachers’ strengths can translate into their ability to grow.  They see themselves as part of a team and they believe in their team’s purpose and mission.

Symbiotically, effective administrators perpetuate environments that encourage leadership among their staffs.  They set up and maintain structures for open communication that allow teachers to feel as though their voices are heard, appreciated, and injected into the framework of positive cultural shifts.  Together, administrative and teacher leadership teams thrive in challenging situations and they find ways to function as in collaborative developmental capacities.  In ideal settings, teacher leaders are confident in their ability to instruct students and they welcome critical feedback without the fear of evaluative consequences.  Great leadership teams are authentic in their resolve to create environments where that is possible.  Teachers are leaders whether they head committees, take on formal leadership roles, or not.  In combination with intentional and supportive administrative leadership, effective teacher leadership is essential to successful school improvement and sustained student achievement.

The Proposal:  Developing a culture of ongoing, collaborative professional learning can help to enhance a school communities’ ability to improve and achieve collective goals.  Below are ten ideas administrators might try.  Your input is welcome and appreciated in the comment section!

1.  Model enthusiasm for learning through challenges.

2.  Communicate reflective thinking and ask for feedback as you adapt.

3.  Share your insights and ideas with teachers and parents.

4.  Listen intently and make it clear that you receive feedback with authentic interest.

5.  Work to understand each teacher’s interests.

6.  Encourage focused and ongoing professional learning that targets those interests as they relate to curriculum and instruction.

7.  Set up structures that allow teachers to communicate with one another about their individualized professional learning.

8.  Regularly ask to visit and collaborate with teachers outside of administrative observations.

9.  Celebrate professional learning in non-evaluative ways through digital environments and social media.

10.  Allow teachers to contribute to planning for PD topics and structures.


4 comments

  1. Joanne Rowe

    Hi Seth–
    Love the 10 things administrators might try to
    develop a culture of ongoing, collaborative professional learning which can help to enhance a school communities’ ability to improve and achieve collective goals.

    I especially find these particularly meaningful :

    — Listen intently and make it clear that you receive feedback with authentic interest. (keep the doors of communication open and establish the trust needed to make changes, share ideas, and grow together as a PLC)

    — communicate with teachers that risk-taking is valued and when visiting the classroom, share that you understand that messy is a necessary part of the research and development part of the process when trying new things, new styles, new paradigm shifts, new technologies, etc.

    • bergseye

      Thanks for the input Joanne – very well articulated! I love your perspective. I especially appreciate that you brought up trust and risk taking, two concepts that are essential to learning and growth, and that go hand in hand. The many great teachers I know who accept their leadership responsibilities within the communities in which they teach are taking a risk in doing so. Great teacher-leaders put themselves out there and enhance all stakeholders’ experience as a result. When administrators froster a sense of trust they make it easier to take those risks. Thanks again for your thought provoking contribution!

    • bergseye

      Thanks Chris…I appreciate the positive feedback! Writing this blog helps me stay tuned into what I find most important. Hearing from my peers helps to remind me that we’re in it together:). I’m glad this post resonated with you. Have a wonderful week!

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