The Nuts and Bolts of Teacher Leadership at San Benito High School

DR. JESUS CHUEY ABREGO AND DR. ALEX GARCIA

THE UNIVERSITY OF TEXAS AT BROWNSVILLE

PROFESSIONAL DEVELOPMENT AT SAN BENITO HS
FEBRUARY 28, 2014 SAN BENITO, TEXAS

Myth Busters: The Myths of Becoming a Teacher Leader

Myth #1: certified as a

The Im Not Certified Myth: I cant lead a learning community since Im not Principal. The Veteran Teacher Myth: I cant lead a learning community if I am not a teacher. I just dont have the years of teaching experience. The Lack of Experience Myth: I cant help lead a learning community because I lack experience in that area. The Teaching and Learning Myth: I cant teach and meet my students learning outcomes if Im doing learning communities and solving other peoples problems. The Service Myth: If I were to commit to doing learning communities, my campus wouldnt count my leadership efforts and service. The Principals Myth: If my Principal doesnt support learning communities, then wont even try to commit to learning communities. The It Doesnt Apply To Us Myth: Learning communities wouldnt apply to us; already a good school.

Myth #2: veteran Myth #3: Myth #4: Myth #5: Myth #6: I Myth #7: were

Teacher Leadership: What Research says

The process by which Teachers, individually or collectively,

influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement. Looks at leadership as an organization quality that is influences by teachers, staff members and others. Leadership (Not leaders) is the key to the new revolution in transforming schools The principals role in this process is to create a school culture in which the teachers knowledge, interests, talents and skills are maximized. In time teachers come forward to take on leadership roles and responsibilities to become powerful change agents who make a difference.

Lead with Me: Principles

Principles for Promoting, Building, and Sustaining

Quality Teacher (see diagram) Leadership Principle #1: Leadership Through Relationships Principle #2: Leadership Requires Distributed Power and Authority Principle#3: Leadership for Professional Learning Principle #4: Leadership Through Structures

Lead with Me: Principles

Principles #1: Leadership Through Relationships

To promote, build, and sustain quality teacher leadership, positive relationships are essential. Relationships become primary determiner of how effective a principal will be. The essence of teacher leadership is relationships

Principle #2: Leadership Requires Distributed

Power and Authority

To promote, build, and sustain quality teacher leadership, requires authentic distribution of power and authority Working to build relationships and then creating structures to distribute power and authority are essential for professional learning to thrive

Lead with Me: Principles Continued

Principle #3: Leadership for Professional Learning

To promote, build, and sustain quality teacher leadership, principals must align teacher leadership with professional learning.

Principle #4: Leadership Through Structures

Structures would include such things as how the campus organizes itself to communicate effectively, how walk-throughs are conducted and used to gather instructional data, and how the campus goes about organizing its workflow and day- to-day activities to lead effectively and efficiently, etc. Working conditions would be addressed through this principle.

Intentional Leadership Rubric

See Figure 1.5 Intentional Leadership Rubric

Hords research outlined five PLC dimensions:

Supportive and shared leadership requires the

collegial and facilitative participation of the principal who shares leadership by inviting staff input and action in decision-making. Shared values and vision include an unwavering commitment to student learning that is consistently articulated and referenced in staffs work. Collective learning and application of learning requires that school staff at all levels are engaged in the processes that collectively seek new knowledge among staff and application of the learning solutions that address students needs.

 Shared personal practice involves the review of

a teachers behavior by colleagues and includes feedback and assistance activity to support individual and community improvement. Supportive conditions include physical conditions and human capacities that encourage and sustain a collegial atmosphere and collective learning (Hord, 2004a, p. 7).