Dr. Marilyn KatzenmeyerProfessional Development Center

Tampa, FloridaPhone: 1-800-332-2268

E-Mail: mkatzen383@aol.com

Delaware Academy of School Leaders

Policy and Practice Institute

June 28, 2005

Context for leadership

Teacher leadership

Power of each one of us

Current Challenges in Leadership Development

• Greater accountability for outcomes

• Challenge and opportunity of high retirement rates of school leaders

• Growing challenge of retaining teachers

• New knowledge and skills required by changes in the leaders work

-Jeff Howard

The public has a right to expect results from our schools.

Standards and accountability provide us with a two edged sword.

On the one hand it hurts kids, and teachers and schools.

On the other hand, for a long time we didn't care about kids who didn't do

well in schools. We are 2-5 years away from getting into

good discussions about learning and how we measure it and

figuring out what it takes to help all children learn.

-James Comer,Yale University

Circumstances we find ourselves in now blunt the creativity of teachers; there is no joy in complying;

it has no inspiration to it. We can not attract and retain people

to the teaching profession under these circumstances.

- John GoodladUniversity of Washington

Retaining Quality

Teachers

40-50% leave the profession within the first five years. Ingersoll, 2003

T

T

Lack of mentoring support

Darling-Hammond, 2003

T

Lack of autonomy

Fox & Certo, 1999; Hirsch, 2001

T

Lack of input into school decision making

Darling-Hammond, 2003; Ingersoll, 2002

T

T

Positive school leadership

Bolich, 2001; Ingersoll, 1999; Weiss, 1999

T

Autonomy in the classroom

Williams, 2003

T

Positive relationships with peers

Cockburn, 2002; Fox & Certo, 1999

Context for leadership

Teacher leadership

Power of each one of us

Awakening the Giant

Shared Leadership

Distributed Leadership

ParallelLeadership

Leadership Capacity

Lead within and beyond the classroom

Influence others toward improved practice

Promote a community of leaders & learners within the school

WhoaWhy some teachers

are hesitant….

Egalitarian ethic

Fear

Hierarchical structure

Facilitator

Coach

Counselor

Sponsor

Lead teacher for instructional improvement

Technology liaison

Trainer

Grant writer

Team leader

Continuum of Roles for Teachers

Where there is less reliance on “hero” leader, teachers share leadership. Teaching and learning improve.

Heller & Firestone, 1994

Principals must disavow themselves of the notion that they must be leader for each person in the school. Instead they entrust and enable all staff to grow meaningful relationships with one another.

Gordy Donaldson, 2000

No longerthe single, heroic leader

Principals as good managers

Principals as instructional leaders

Principalsengage inshareddecision-making

Principals encourage

professional learning

communities

The organizational environment

Effective,specific actions or

behavior

The job’sdemands

The individual’scompetencies

A Model of Effective Job Performance

Boyatzis, R.E. (1982) The competent manager: a model for effective performance. New York: John Wiley & Sons.

…teacher leadership development should be approached as an issue of organizational change and not merely a task of enhancing individual opportunity and capacity.

Smiley & Denny

What Conditions Need to Be Present to Enhance Student Learning?

Newmann and Wehlage, 1995

Schools as Professional Communities

Teachers pursue a clear shared purpose for all students’ learning

Teachers engage in collaborative activity to achieve the purpose

Teachers take collective responsibility for student learning

Newman & Wehlage, 1995

Fragmented individualism

Balkanization

Contrived collegiality

Collaboration

Which is most like your school?

(Andy Hargreaves)

Learning Communities

Individual intelligence

Isolation

Learned

Information as asset to be protected

Collective intelligence

Collaboration

Learners

Information as resource to be distributed

Learning Communities

Struggling alone

“My” students

“Students can’t learn”

Teacher leadersin formal roles

Problem solving with others

Collective responsibility

Locus of control for student learning lies with teachers

Every teacher is a leader

Leading in a culture of change does not mean placing changed individuals

into unchanged environments. Rather, change leaders work on

changing the context, helping create new settings conducive to learning and

sharing that learning.

Fullan, 2001

School Context?

Is the context in your school

supporting teacher leadership?

Developmental Focus

Are teachers supported in learning new knowledge and

skills & encouraged to facilitate

the learning of others?

Recognition

Are teachers respected & recognized?

Participation

Are teachers actively involved in making

decisions & have input to important matters?

Autonomy

Are teachers encouraged to make improvements and to

innovate; are barriers removed?

Open Communicati

on

Do teachers send and receive communication in

open, honest ways?

Positive Environment

Do teachers experience a positive climate &

effective administrative leadership?

Collegiality

Do teachers collaborate on instructional & student related

matters?

The

power of what each of us can do

What universities can do...

What principals can do...

What teachers can do...

What superintendents can do...

What district level staff can do...

The Power of All of Us

Never doubt that a small group of thoughtful,

dedicated people can change the world.

Indeed, it is the only thing that ever has.

Margaret Mead

Context for leadership

Teacher leadership

Power of each one of us