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A leadership conundrumBy Pat Roy Results, March 2005 Copyright, National Staff Development Council, 2005. All rights reserved. Leadership: Staff development that improves the learning of all students requires skillful school and district leaders who guide continuous instructional improvement. The principal is crucial in developing a climate that encourages continuous growth for teachers and students. But the principal can't do it alone. The Innovation Configuration maps for the NSDC Standards for Staff Development clarify that principals "promote a school culture that supports ongoing team learning and improvement" (NSDC, 2003). Reculturing schools is critical to maximizing the instructional expertise of staff. But the principal cannot be the school's cultural architect without the conscious and deliberate involvement of teachers. In a review of teacher leadership, York-Barr and Duke (2004) found that teachers are "central to the process of 'reculturing' schools." Others argue that principals are not the only instructional leaders. Instructional leadership "must come from teachers if schools are to improve and teaching is to achieve professional status" (Pellicer & Anderson). Indeed, this work suggests principals are critical to developing teacher leadership. Principals had to encourage it; better - they had to actively support the development of teacher leaders who joined in creating a shared vision and new cultural norms. Principals cannot be threatened by growing other leaders within the school. The principal becomes a leader of leaders. In the past, teacher leadership was viewed as serving in formal roles such as mentor, grade-level leader, or instructional coaches. Current work suggests teachers can serve as leaders by:
There are many challenges to the development of teacher leadership. One is a norm of egalitarianism - a belief of equal treatment and rights without regard for social status or role - or more vividly, the "crab bucket culture" (York-Barr & Duke, 2004). Crabs in a bucket will hold back any that rise to the top. This is parallel to teachers who discourage colleagues from functioning as leaders rather than supporting and inspiring them. The growth of professional learning communities and collegiality should inhibit this "crab bucket" effect. Teacher leaders must develop trusting and collaborative relationships with colleagues before they can influence their peers (York-Barr & Duke, 2004). This research presents numerous challenges to teachers and principals. First, teachers need to believe that everyone can be a leader. They demonstrate this belief through interactions with peers to reduce isolation, reinforce new practices (such as examining student work), and develop a new vision of conducting school to benefit all students. Second, principals need to honestly examine their leadership style and beliefs. Do they believe there can be only "one leader" in the school or do they believe they can lead a community of leaders? We cannot accomplish the lofty goals of educating all children well until we accept that leadership is a set of actions taken by many to influence the organization's vision and norms of operation. REFERENCESLambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: ASCD. National Staff Development Council. (2003). Moving NSDC's staff development standards into practice: Innovation configurations. Oxford, OH: Author. Pellicer, L. & Anderson, L. (1995). A handbook for teacher leaders. Thousand Oaks, CA: Corwin Press. York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316. About the authorPat Roy is co-author of Moving NSDC's staff development standards into practice: Innovation configurations (NSDC, 2003). |
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