Informal Teacher Leadership Part 2

ON BECOMING AN INFORMAL TEACHER LEADER  PART II

So, what are some components of informal leadership and what does it look and sound like?  

Acknowledgement and Praise	“You have such great ideas. I love to come into your room to see what  you have done with….”
“AWESOME”	“Thank you so much for putting together that lesson and sharing your ideas with me. I had some ideas, however, your approach made the lesson come alive.”	A coworker’s  praise of a job well done builds self esteem and a willingness to step to the plate again (Kenyon 2008).
Co-Learners	“Let’s work together on the next unit. It will give us a chance to share what we know and what has worked in the past.”	Teacher collegiality provides opportunities for leadership. A strong sense of collective responsibility can develop when teachers problem solve together discussing, inquiring, and reflecting on common goals. Teachers tend to support each other as leaders when they know everyone  in their group will back them up. (Lambert 2006)
Modeling	“I am not sure just how to approach that with my students. Could I watch you first?”	This supportive atmosphere provides opportunities for teachers to continue to improve themselves. As co-learners, it is important that no one takes on the role of “expert” by taking control.  If one of the teachers is an expert, she plays down the role, and instead helps the others by modeling. The modeling might take the form of a classroom observation by the group. The teachers then work jointly to solve a particular problem. (Hatch et al)
Trust	“I can always count on you to support my ideas and give me the feedback I need.”	Trust is achieved by a sense of caring.  The higher the level of trust, the greater chance for a can-do atmosphere. Trust is easier  when the school sets the tone and culture for cooperation. Tschannen-Morans (2004),

References

**Hatch, T., White, M. E., & Faigenbaum, D. (2005). Expertise, credibility, and influence: How teachers can influence policy, advance research, and improve performance. Teachers College Record, 107(5), 1104-1035. Retrieved from Firstsearch database

**Kenyon, C. L. (2008). Reframed teacher leadership: A narrative inquiry. Dissertations Abstracts International, 69 (7-A), 2585. (UMI No. AA13321001)

**Lambert, L. (2006). Lasting leadership: A study of high leadership capacity schools. The Educational Forum, 70(3), 238-254. Retrieved from Educational Research Complete database

**Muijs, D., & Harris, A. (2007). Teacher leadership in (in)action: Three case studies of contrasting schools. Educational Management Administration & Leadership, 35(1), 111-134. doi:10.1177/1741143207071387

**Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779-804. Retrieved from Firstsearch database

**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. Retrieved from Sage database

**Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.