Page 15 - EdViewptsSpring2017

teachers. This step is vital to a shared my principal. He provided constructive PLC work. He provided the PLC with
leadership approach that can perme- feedback, but never told me exactly the expectation that we would develop a
ate an entire school culture (Woodson, what to do; I had to determine what I teaming model for our school, but then
2009). True teacher leadership grows believed was the best course of action he stepped back so that work could be
where supported and nurtured. It is pur- to take in leading this project. Reflect- done by the committee. The committee
poseful and structured. Though teachers ing on my journey in stepping into a established the vision and ultimately de-
may not always be in the position to take teacher leadership role, I recognize the signed the teaming model that we have
on new roles, they can always engage trust that my principal had in me and implemented. Dr. Davenport always
in acts of leadership (Lambert, 2003). in my capabilities to be a leader, but I ensured that all voices were heard and
Melinda Rosso was one of the teach- also recognize how he challenged me considered throughout the work we did,
ers who stepped out into the bright light to step outside of my own comfort zone and he provided us with the support that
of teacher leadership. While her jour- to help me develop the confidence and we needed to be successful.
ney began as a part of an opportunity trust in myself as a leader. This trusting This school is very large and the wheels
based on her desire to move out of the and supportive relationship has provided of change grind slowly, however, utilizing
classroom into school administration, opportunities for me to take on more formalized opportunities for teachers
it became much more. She states, leadership roles in the school since my to fill leadership roles has allowed us
...teacher leadership is having the ability initial leadership project. to make significant gains in the areas
not only to be involved in the process of of climate and culture, which should
change, but to be able to step into the Principals can no longer lead to gains in student achievement.
driver’s seat and create change along- lead instructional reform As a Focus school the NJ Regional
side school administration. Teacher alone. The voice and Achievement Center (RAC) requires the
leadership occurs best when teachers administration of a climate and culture
know that when they speak up about expertise of teachers survey of students, staff, and parents.
their concern, their voices are being are essential to improve The results for the staff showed an aver-
heard, respected, and valued, and when age growth in each of the 8 domains by
they are given the opportunity to act and teacher learning. 2.86 per domain. The indication is that
influence change. Over the course of there is a greater perception of teacher
the last year, I have gone from being a The climate and culture established efficacy and satisfaction. Additional
classroom teacher who only displayed by the administrative team at Franklin research would be required to find a
leadership within my own department Middle School has been one of trust and causal relationship between the teacher
to leading several prominent projects support. In January 2016, Dr. Davenport efficacy and teacher leadership how-
that will greatly impact the entire school asked for volunteers to be members ever, it is a promising practice. Principals
community. As I was working on my of a PLC to consider interdisciplinary should remember the words of Katzen-
first leadership project as part of my teaming options for our school. Anyone meyer & Moller (2001), when given an
administrative internship, I was leading who volunteered was accepted into the opportunity to lead, teachers can influ-
a committee to design a new STEM PLC. Dr. Davenport’s approach with ence school reforms efforts. Waking this
elective. Initially, I struggled with leading the teaming PLC was very similar to his sleeping giant of teacher leadership has
this project because it was outside of approach with me during my internship unlimited potential in making a real dif-
my comfort zone. I was not familiar with project. We began the work by creat- ference in the pace and depth of school
the content, so I sought guidance from ing a vision statement for the Teaming change (p. 102).

References
Bond, Nathan. (2014). Power of Teacher Leaders. Routledge. Retrieved 6 January 2017, from http://www.myilibrary.com.
libproxy.temple.edu?ID=634686
Danielson, C. (2006) Teacher Leadership: That Strengthens Professional Practice. Alexandria, VA: Association for
Supervision and Curriculum Development.
Katzenmeyer, M. H., Moller, G., & Moller, P. G. V. (2009). Awakening the Sleeping Giant: Helping Teachers Develop as
Leaders. Thousand Oaks, Calif. : Corwin Press: Corwin Press.
Lambert, L. (2003) Leadership Capacity for Lasting School Improvement. Alexandria, VA: Association for Supervision and
Curriculum Development.
Reeves, Douglas B. (2008). Reframing Teacher Leadership to Improve Your School. Association for Supervison and
Curriculum Development. Retrieved 22 January 2017, from http://www.myilibrary.com?ID=135769
Wilhelm, T. (2013). How Principals Cultivate SHARED LEADERSHIP. Educational Leadership, 71(2), 62.
Woodson, N. (1999). It takes strong teacher leadership. Retrieved January 6, 2017, from http://www.amle.org/
BrowsebyTopic/WhatsNew/WNDet.aspx?ArtMID=888&ArticleID=538

Educational Viewpoints -13- Spring 2017