Page 65 - EdViewptsSpring2021

their current toolbox and years of figure out how to successfully teach These examples represent just a
experience, many teachers turned to hybrid lessons. To accomplish this, glimpse of how teacher practice shifted
their colleagues, and this collaborative teachers learned how to maneuver to teacher leadership. Leadership from
approach to instructional planning multiple devices simultaneously teachers - not administrators- was the
lurched the wheels forward for teacher with webcams and SmartBoards so driving force of student success during
leadership. Instead of meeting when that students at home and students this crisis, and should be considered as
required, many teachers were meeting in class had a synchronous and we move forward.
daily, for long periods of time, to talk equitable experience. Not only When virtual and hybrid teaching is in
about their practice, their students, and do these actions speak to the our rearview mirror, we as leaders must
their communities. Their commitment commitment to their craft and their reflect and respond to the outcomes
to student learning was evidenced by students, but also directly align with of this crisis. Without planning for it,
these daily collaborations to improve the third domain of the Teacher Leader teacher leadership and collaboration
their practice and engage their students Model Standards which includes were evident and active in our school
in this new educational landscape. This promoting professional learning for communities over the past several
shift is the first domain of the Teacher continuous improvement. The amount months. Without it, teaching and
Leader Model Standards, which is to of professional development that learning would likely have halted, and
foster a collaborative culture to support teachers sought out in the past year our schools, students, and families
educator development and student has been staggering which affirms this would have paid the price. Therefore,
learning as well as the fourth domain, domain of leadership. we are at a pivotal time in education.
which includes facilitating improvements Lastly, teachers and families forged The wheels have begun to move and
in instruction and student learning. While stronger relationships through this crisis. pick up speed; teacher leadership
developing leadership may not have It was not an uncommon occurrence needs to be recognized, supported,
been the goal of these meetings, it was in the spring of 2020 to see teachers and fostered in order for it to continue.
undeniably the outcome. conducting drive-bys to their students’ When school leaders provide autonomy
During this time, teachers also learned homes, delivering instructional materials, and support for leadership from within
how to implement a myriad of new or making videos to keep the connection the classroom, incredible and positive
platforms and programs to keep alive. Also, teachers’ accessibility to their change is possible.
students engaged within virtual and families during this time was unrivaled; We all just witnessed first hand how
hybrid instructional formats. Zoom, many answered emails and took phone developing these domains of leadership
Google Meet, Google Classroom, calls late into the evenings as parents can improve our school organizations.
NearPod, SeeSaw, FlipGrid, Class requested help to support their child’s District and school leaders owe it to our
DoJo, and Jamboard were just a few learning. A true partnership in education students, communities and teachers to
of the many platforms and programs emerged in many cases. These actions be thoughtful and deliberate in creating
that many teachers learned to support integrate with the sixth domain of the pathways and opportunities for teacher
their students’ success. But finding Teacher Leader Model Standards, leadership to continue to grow and
success in the 2020-2021 school which includes improving outreach thrive. It is too valuable a resource to
year included much more than just and collaboration with families and the squander.
learning a new program. Teachers community.
had to work through the process to

Resources
Berg, J. H., Carver, C. L., & Mangin, M. M. (2014). Teacher Leader Model Standards: Implications for Preparation, Policy,
and Practice. Journal of Research on Leadership Education, 9(2), 195-217.
Lumpkin, A. (2016). Key Characteristics of Teacher Leaders in Schools. Administrative Issues Journal: Connecting
Education, Practice, and Research, 4(2), 14.
Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the Doors: Locking and Unlocking Possibilities for Teacher
Leadership. Teachers College Record, 102, 779-804.
York-Barr, J., & Duke, K. (2004). What Do We Know About Teacher Leadership? Findings From Two Decades of
Scholarship. Review of Educational Research, 74, 255–316.

About the Author

Dr. Laura Godlesky has served in public education in New Jersey for 27 years and is currently
the Superintendent for the Oceanport School District. She is also an instructor for both NJTLC and
NJEXCEL and additionally serves as a mentor. Dr. Godlesky earned her doctorate from Rowan
University in March of 2018 with a research focus on teacher leadership which continues to be one of
her core beliefs of organizational improvement.

Educational Viewpoints -63- Spring 2021