Skip to main content

INFORMAL TEACHER LEADERSHIP

ON BECOMING AN INFORMAL TEACHER LEADER
Whether you are a new teacher, right out of college, or an experienced teacher with several years under your belt, you consider your classroom as your own domain. Either as a new teacher who has studied the latest methodologies, or an experienced teacher who instinctively knows what works, you are equipped to inspire your students.
However, you are not completely in control. Schools are hierarchical, and teachers are required to implement specific curriculum and standardized testing. Within this framework, are planning sessions for each grade level where test score are analyzed, and  remedial follow up mapped out. In reality, teaching is a team effort.
Effective teachers realize the importance of  teamwork and having a relationship with their colleagues.  Highly effective teachers have developed skills in leadership that not only promote a good working relationship with their colleagues, but also enhances student learning.  The question is, how does one become a teacher leader? While teacher leadership has yet to be precisely defined, many educators agree that the authority of teacher leadership is not gained through an assigned position, but rather through the leader’s work with others (York-Barr & Duke, 2004). This type of leadership is known as informal teacher leadership. In essence, teacher leaders earn their authority to lead by going the extra step beyond their teacher responsibilities.
The initiative to be a teacher leader comes from the teacher, not the administration. This self-initiative can be challenging in more hierarchical school structures and with colleagues who are uncomfortable or threatened by the informality.
However, informal teacher leadership is possible in every school site, even in schools that have a more hierarchical structure.
These teacher leaders have learned to move ahead with new ideas for teaching and learning. Sometimes they express their own viewpoint and sometimes they express the viewpoints of others. Sometimes they are in formal leadership positions, but often they lead informally.
Several case studies have identified the attributes of informal leadership. In one study the teacher leaders empowers and built capacity in others.   Another case study looked at the teacher’s expertise, credibility and influence.
When the structure of the school is not conducive to being a leader,  teachers learn to work the system. In order to work the system, one needs to understand the “politics.” in order to express themselves.

listed in their findings There are several skills and behaviors that informal teachers use to influence, empower, and build capacity. First, they were willing to reach out to other teachers and share their thoughts and ideas. Second, they modeled professional growth, always seeking ways to improve their practice. Next, they helped others change by becoming co-learners with the other teacher. Finally, they dedicated their practice to their students Silva et al. (2000).

**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

Comments

Post a Comment

Popular posts from this blog

Social Justice Presentations 2

The DKG California STEP committee has created 3 more social justice presentations for your enjoyment, reflection and personal/professional development. These presentations can be used by individuals or groups or even for chapter programs.  Please read the following descriptions to learn what each presentation has to offer: How To Be an Antiracist Ally View this presentation to learn what you can do to be an antiracist ally. Are you unsure about what is entailed with being an antiracist and/or ally? This presentation will help to clarify the terms as well as give you ideas of actions you can take.  Racism This presentation answers the question: What is racism? It also explains how race is a socially constructed concept rather than biological fact. It encourages you to consider the role of race and racism in your life.  Teaching With the Social Justice Standards This presentation provides information about what the social justice standards are and where you can find them in...
2 comments
Read more

Resources For Teaching For Racial Justice

We are all watching the demonstrations happening right now in response to the many years of discrimination and oppression of people of color and wondering what we can do as educators to help ensure that our society does better moving forward. As educators we have the power and the ability to be part of the solution. There are many resources available that can help guide us on that journey. We hope that the books,websites and resources below will empower you to help make the change that is needed right now.  We must also acknowledge that every teacher comes to issues of race differently based on their own experiences and identity/ies. White educators have a special responsibility to increase their own understanding and to listen when they are fortunate enough to hear about the experiences of their colleagues of color. However, we must ensure that the burden of informing others about the history and experience of racism does not rest on the shoulders of our colleagues an...
Post a Comment
Read more

Why Workshop and Balanced Literacy?

    We have all heard about the pendulum of literacy instruction that forever seems to swing back and forth between isolated phonics instruction and/or diving right into immersing children in reading and writing experiences. Another way of looking at the possibilities for literacy instruction is a more balanced approach that incorporates benefits from both sides of the Whole Language vs Phonics debate. If we use a balanced literacy approach for our literacy instruction, students can benefit from explicit, direct instruction in Phonics as well as engage in authentic reading and writing experiences. Reading and Writing Workshop are integral to a balanced literacy approach in addition to other foundational practices such as: shared reading, interactive writing, guided reading and Phonics or word work, just to name a few.  For the purposes of this post, reading and writing workshop are defined as structures that have the following components: daily, succinct mini-...
1 comment
Read more