We asked readers to share their stories of teacher leadership. See how teachers have improved instruction in their schools and what they've learned in the process. Check out www.ascd.org/el to participate in future Readers' Round Tables.
Stronger Together
I teach Algebra I at a large high school in southeast Texas. A few years ago, two fellow teachers and I decided to meet after school every Monday to plan lessons, develop common assessments, and improve instruction in our classrooms. I was the creative one, Allie was the planner, and Marla did the copying and organizing.
When we started inviting other math teachers to our meetings, things grew. Everyone would bring a favorite activity to share, and we ended up delegating responsibilities. Our district math coordinator found out about our meetings and started attending. Soon we were e-mailing the products of our collaboration to Algebra I teachers in all of the district's eight intermediate schools and four high schools.
Soon, our principals began coming to observe. The superintendent even came to a meeting! We started inviting Algebra I teachers from across the district to participate, and I got to know teachers from many different schools.
As our meetings progressed, I became friends with a teacher from another school in my district. We identified a need to provide teachers with curriculum-based warm-ups to help prepare students for the mandated state testing. Together we wrote warm-ups that are now used districtwide; we have also shared them with other districts across the state. When I speak at math conferences, I share our original products and activities with teachers who attend my sessions.
This process started with three teachers. When our administrators saw what we were doing, they supported us. Now we have release time during the school day for planning meetings, and we continue to share best practices with everyone. Together we can all accomplish so much more.
—Maureen Cullen, Dean of Instruction, Athens Independent School District, Seabrook, Texas
Recognition from the Top
I am a Level 3 Classroom Teacher Leader in a government school in Western Australia. What does that mean? Let me explain.
Ten years ago, the West Australian Department of Education and Training, in conjunction with the State School Teachers Union, established the Level 3 Classroom Teacher status to retain and reward exemplary teachers and provide a career-path option other than administration. Teachers can apply for this status at any time, regardless of how many years they have been teaching or their current salary level.
Applicants need to demonstrate exemplary practice and leadership in five competencies: teaching, assessment, personal professional learning, sharing expertise with others in their school, and sharing expertise in the wider community. They first submit a portfolio and then participate in a reflective practice session in which they share an example of their leadership with their peers. (More details on the process are available athttp://policies.det.wa.edu.au/Members/e4002033/policy.2006-01-24.6855361194/Level_3_Teacher_Guidelines.pdf.)
Level 3 Classroom Teachers are the highest-paid teachers in government schools, earning around $5,000 more than teachers at the top of the Level 2 salary scale. In addition, the school is allocated one-half day of nonteaching time each week, which is usually given to the Level 3 Classroom Teacher for fulfilling leadership roles in the school. Level 3 Classroom Teachers play a number of roles and spend large amounts of time outside the school day working on these. The only restriction on the Level 3 Classroom Teacher roles is that they are not to be administrative. No organizing school sports days or swimming lessons.
Roles are negotiated annually. My leadership role is expanding the Gifted and Talented program in a large primary school. I work with other teachers to develop in-class extension strategies and work with small groups of students, taping into current initiatives and trying new strategies.
Currently there are more than 500 Level 3 Classroom Teachers in schools across Western Australia. We are supported by a professional association called the Level 3 Classroom Teacher Association, of which I am currently president. The association held its first conference this year to celebrate 10 years of leading the way across Australia and overseas in the recognition of teacher leaders and to look at ways to manage and expand our leadership roles.
—Megan Ewing, Level 3 Classroom Teacher Leader, Perth, Western Australia
Growing Leadership: A Team Effort
“You know you're the enemy, don't you?” Those were the first words spoken to me five years ago when I left behind all of the trusted relationships at a previous school to enter the uncharted waters of a literacy coach position.
This was a pivotal moment. I could cringe and retreat, an easy option because the prevailing motto was “work with the willing and ignore the difficult.” Instead, I began to wrestle with what it meant to be an instructional leader and how to define my approach in a tricky new role.
- Play to your strengths. For me, that means offering my organizational and multitasking skills for tasks that are not always part of my job description.
- Respect other teachers and take baby steps to bring about a change of culture. Our district has demanded a great deal of change from its classroom teachers, and I am the “cheerleader” for such reform. You can't barge into leadership, however. You have to earn others' respect by respecting others.
- Look for little ways to show you appreciate the teachers you're coaching. For me, this means sharing research behind presentations so teachers can understand the reasons for change. It means planning professional development that is pertinent and engaging—and always bringing refreshments. My most popular innovation is a certificate offering to cover a class, given as a raffle prize.
- Keep matters in perspective. When you take on the role of a teacher of teachers, you have to be able to set aside some sensitivity and not take yourself too seriously. A sense of humor is a must!
Although I'm proud of what I've accomplished as a literacy coach, some of my most rewarding moments have been helping other teachers take on the challenge of leadership. I've convinced a teacher she has what it takes to become department chair, worked with a cadre of teachers on action research, and encouraged accomplished teachers to try out leadership at times set aside for collaboration. It was the encouragement and insights of other teacher leaders in my own past that coaxed leadership from me. I'd like to pass along that legacy to the next generation of teacher leaders.
—Kathie Marshall, Literacy Coach, Pacoima Middle School, Pacoima, California
Laying Aside Agendas
I am the alternative language specialist at my school. In addition to teaching and advocating for English language learners, I teach general language arts courses. When the time came for accreditation, I signed up for the Instructional Design team because I wanted to influence how students are taught at our school. Before I realized it, I had been nominated and elected chair of this diverse team of teachers and parents.
We had a lot of good ideas, but our ideas were all independent of one another. For example, I wanted to promote the metastrategies outlined by the Center for Research on Education, Diversity, and Excellence because I had a lot of success using them in my own class. Another member seemed singularly concerned with classroom management.
Through regular e-mail contact and ratcheting up the efficiency of our meetings, we decided to focus on instructional design that worked for the teachers. We created an online strategy bank where teachers could contribute common assessments for their content areas.
When I abandoned my agenda of metastrategies and started listening more carefully to the group members, I noticed that others were more willing to dispense with their individual agendas as well. We were able to come up with something practical for our faculty. When our school received a six-year accreditation status, I was proud of the part that I played in designing a plan, and today I am more invested than ever in working with my colleagues to see that good change will come.
—Mary Rice, ALS Specialist/Language Arts Teacher, Springville Junior High, Springville, Utah
