Page 17 - EdViewptsSpring2019-web

By definition, teacher leadership oc- Domain II: Accessing and Using Implement an Authentic PLC
curs when teachers have the opportu- Research to Improve Practice and Structure
nity and autonomy to direct their own Student Learning
personal growth and contribute to the Domain III: Promoting Professional Professional Learning Communities
growth of colleagues by establishing Learning for Continuous Improve- (PLCs) vary in authenticity among
relationships, working through existing ment schools. Taking the time to support
barriers, and using resources within the implementation of authentic PLC
the school to improve student achieve- Domain IV: Facilitating Improve- practice can aid in developing multiple
ment (Wenner & Campbell, 2017). ments in Instruction and Student opportunities for teacher leadership. In
However, when asked whether or not Learning an authentic PLC, teachers engage in
teachers considered themselves lead- Domain V: Promoting the Use of As- collaborative work to analyze data to
ers, the answer was often a resound- sessments and Data for School and determine a problem of practice. Once
ing “No” (Godlesky, 2018). District Improvement Domain VI: a problem of practice is uncovered,
During a recent study, teachers de- Improving Outreach and Collabora- teachers collaborate to find solutions
to support student learning. This learn-
scribed engaging in leadership prac- tion with Families and Community ing results from both shared practice
tice as defined in the Teacher Leader Domain VII: Advocating for Student and other research-based practices.
Model Standards, but were reluctant Learning and the Profession One powerful activity that can be ac-
or unwilling to identify such behaviors Once these are defined and shared complished in a PLC is collaborative
as leadership (Godlesky, 2018). This with all staff members, opportunities lesson planning in which everyone
conflict suggests that teacher lead- for teacher leadership can emerge contributes to a lesson, views one
ership is not clearly defined within more organically and be accessible to member actually teaching it, and then
school organizations or that they are all staff members. As a collaborative reflects on the results. This one activ-
not afforded the opportunity to identify exercise, teacher teams could even ity addresses multiple domains of the
themselves and grow as leaders. brainstorm how these domains trans- Teacher Leader Model Standards.
If we know that teacher leadership will late into viable leadership opportuni- Supporting the work of authentic PLC
help our schools thrive in challenging ties within their schools. It is possible practice can be challenging, but the
times and enhance the education of its that teachers have already identified outcomes are worth it!
students, administrators must develop potential areas of leadership and are
ways to support its growth. The notion waiting for an opportunity to exercise Facilitate Learning Walks
that teachers must leave the class- leadership. Teaching is an isolating profession
room to engage in leadership needs to in which it is hard to know what is
be dismissed and replaced by the idea Ditch the Practice of “Appoint happening beyond one’s own class-
that leadership can be exercised from and Anoint” room walls. Learning walks provide
within the classroom. There are ac- the opportunity for teachers to visit
tions administrators can engage in to When forming committees and provid- other classrooms to see a lesson in
foster the growth of teacher leadership ing teacher voice in school decision- real time. Administrators can support
within their schools. making, it’s important to offer oppor-
tunity to all teachers. When school this practice by creating a system in
Define Teacher Leadership leaders consistently go to the same which teachers can sign up to partici-
pate in learning walks and by provid-
Within the Organization individuals, it does not support the
belief that every teacher’s voice is ing the time for teachers to view their
Before a school leader can support the equally valued, and creates a barrier colleagues in action. A learning walk
growth of teacher leadership, it must for teachers that may wish to grow might only take ten minutes, but can
be clearly defined. Communicating their leadership. It would be hard to deeply support the culture of shared
a common understanding of teacher grow if an individual continually felt practice and continuous improvement.
leadership, and identifying areas that overlooked in decision-making. While This practice also shifts the idea of
interested teachers can pursue to there may be times an administrator peer observations from a punitive
grow their leadership are integral to must make a decision to fulfill a role, measure to one of opportunity. Sup-
implementing a framework for teacher initially offering it up to everyone porting a culture of trust without judge-
leaders. A great way to start is to pro- provides an even playing field for ment is essential for this practice to
vide time to unpack the Teacher Lead- all teachers interested in becom- grow within a school, and offering
er Model Standards (Teacher Leader ing a teacher leader in this sense. incentives can help it grow to become
Model Standards, 2011) with staff. The Administrative support of teacher embedded within the culture.
following represent the seven domains leadership is essential for its success
of teacher leadership: (Campbell & Wenner, 2017), and
Domain I: Fostering a Collaborative developing respectful relationships is
Culture to Support Educator Devel- a key element.
opment and Student Learning

Educational Viewpoints -15- Spring 2019