Module 3 Part 2-3 Hayhurst

If you were designing a program or professional development intended to prepare teacher leaders to take advantage of these multiple pathways, what would it look like? What learning experiences would you include?

If I were developing a professional development program, the most important aspect of the program would be collaboration.  Everyone would be involved; the classroom teachers, teacher leaders, and administration.  They could talk about what is needed to ensure that their students are getting the best learning experience possible.  Everyone would have a voice, and the environment would encourage people to speak up and know that their opinions are valuable.

The program would also offer the teacher leaders a variety of opportunities to take on different roles, whether working with another teacher in their classroom to integrate a plan of action or working with someone outside of the school to bring their ideas to the school.  The teacher leaders would have a chance to learn from others and gain the knowledge that they need to become an effective leader.  They would be provided support along the way until they were ready to take on the role on their own.

Finally, the teacher leader would always be learning.  There are new ideas and strategies to be considered.  The program would encourage the teacher to gain this knowledge and share it with colleagues and integrate into classrooms.

Have you observed principals supporting teachers in leadership roles?  Moller also includes a list of three things she thinks need to occur in the future to promote teacher leadership.  Do these things make a difference from your perspective?

During my first student teaching placement I was able to observe the principal and assistant principal being supportive of teacher leadership.  During team meetings, they were very open to the teachers who wanted to try new ideas.  They gave these teachers the opportunity to try out new projects and collaborate with colleagues.  The principals encouraged these teachers to take on the mentorship role and help the other teachers integrate these ideas and projects into their own classrooms.  In my second placement I saw the principal being supportive of my host teacher as a mentor to a first year teacher.  The principal gave her the freedom and trust to counsel this teacher as she saw fit. 

I believe all three of Moller's examples would make a difference in promoting teacher leadership.  First, I do believe there should be an expectation of leadership; doing the bare minimum does not make an effective teacher.  There needs to be a passion there to do more and to make a difference in improving your school and your student's learning.  Administrators need to have avenues in place for teacher leaders so that they know there is opportunity and they won't feel like they don't have a place as a leader.  Second, I do agree that commensurate pay for teachers would promote teacher leadership.  I don't believe that money plays a part in someones passion for being a great teacher, but you want to be paid what you're worth.  If a teacher is putting in all this extra time and effort, they should be compensated.  Lastly, I absolutely believe that teacher leadership cannot be sustained without a supportive environment.  If no one is there to guide and support you while you are trying to bring about these positive changes, you are likely to get frustrated and give up because you feel like you are the only one who cares.