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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

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