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A Note From Evelyn
Hello,
Today's edition of Leading Teacher Leaders addresses the importance of establishing a shared understanding of teacher leadership. Because teacher leadership is a community endeavor, it must be addressed as a school/district matter. Supporting the advancement of teacher leadership at the organizational level begins with conversations that get all community members on common ground.
Best,
Evelyn
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On Common Ground: Establishing A Shared Understanding of Teacher Leadership
Do you remember whole language, the very popular reading philosophy in the 1980s?
As a new teacher, I was often confused by the lack of clarity with this instructional philosophy. I would ask my colleagues what whole language was and how to apply this philosophy to my instruction. I learned that each teacher had a different understanding of whole language. As a result, we taught the language arts curriculum in our own way.
We were not on common ground.
In the same way, educators are puzzled by the meaning of teacher leadership. You can check out the truth of this statement for yourself. Ask your colleagues to define teacher leadership. See how different each of their ideas will be. Unfortunately, you will fare no better if you look to the research for a common definition of teacher leadership - a universal definition does not exist.
Miscommunication, Missteps, and Assumptions
Let's face it, teacher leadership is ambiguous with shifting boundaries and rules. Consequently, members of a school/district community must create a shared understanding of teacher leadership.
The value of being on common ground cannot be overstated.
Without a shared understanding of teacher leadership, schools will likely get caught up in miscommunication and missteps because everyone operates under different assumptions.
Context Matters
Context plays a significant role in how teacher leadership is performed. Teachers lead in accordance with the culture, the policies, and the expectations of the school/district. Teacher leadership at one site is not like teacher leadership at another. This is not a bad thing, but it does require that a site create meaning together that allows teacher leadership to thrive.
Making Meaning
Without a shared understanding of teacher leadership including who, what, when, where, why, and how, teachers will lead independently instead of interdependently. One way to enhance leadership performance at your school/district is to make meaning with your colleagues – to stand on common ground. To begin this process, ask yourself the following questions:
- Who are the teacher leaders in my school and what makes them so?
- What does teacher leadership look like in action?
- When do teachers take on leadership roles? Is there ever a time when teacher leadership is inappropriate?
- Where do teachers exercise their leadership – at what level (e.g. grade level, school level, district level, state level, etc.)?
- Why should teachers be leaders?
- How do teachers lead?
Are you sure your colleagues think of leadership in the same way? As you answer these questions, consider the possibility that others have a different vision of teacher leadership than you.
What implications do your inconsistent answers have on the quality of teacher leadership? More importantly, what implications do your inconsistent answers have on student learning?
Establish a common understanding of teacher leadership. It will make all the difference in the quality of leadership at your school. It will make all the difference to student learning.
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