May 13 2012
How are formal, organized and appointed leadership models in schools adapting to teacher leadership initiatives that are self-organized, community oriented, and both deliberate and organic in nature?
From teacher training programs, to experienced teachers, to online learning communities – teacher leadership is becoming the driving force behind some of the most authentic, current and innovative projects and evolving pedagogies in education. Information is more available and accessible then ever before. Networks are connecting beyond schools, districts and Ministries. Educators are forming learning groups, communities of practice and support mechanisms even beyond the formal direction or moderation from a supervisor or evaluator directly in their organization. Almost every night of the week educators around the world are learning and supporting each other through online chats, e-learning environments, ed-camps, unplugd retreats, collaborative blogs, and shared video resources.
As a teacher-leader, I am inspired and excited by the efforts and partnerships between the Ministry of Education and the Ontario Teachers Federation for nurturing, supporting and empowering teachers to take on leadership initiatives at the Ministry Level through programs such as the TLLP (Teacher-Leadership-Learning-Program). I applaud Faculties of education such as Brock University for empowering new teachers through a blend of leadership and technology courses. It is thrilling and exciting to see Directors of Education (ie: John Malloy – Director of HWDSB or Chris Spence, Director of TDSB) at local districts not only using and modeling social media tools to expand vision and build capacity within the community but to also encourage and show support to staff. Myself – I am honoured and proud to be part of a community of learners (of practice) through the online network at the grassroots level with educators, teachers and leaders at all levels in education.
There are so many supports and structures in place that empower teachers! However, I wonder if there is one a missing piece in the development and support of Teacher-Leaders:
How are formal leaders (Principals, Vice-Principals, Superintendents) in our organizations – the formal, appointed leaders – being trained or prepared to adapt to a changing landscape of leadership within their schools and organizations? How are they using teacher-leaders in their schools to empower the rest of their staff? How willing are they to participate in a distributed and shared leadership model within their schools? Is our Principal training programs and our Ministry of Education training and supporting principals to adapt to a 21st Century Model of leadership? Are they modeling the same skills that many of their teachers are practicing themselves?
How much of our Teacher Professional Development and Training continues to revolve around what the Principal-Leader directs? And, is it an irony that often, this Principal-Leader is not participant in the e-learning professional networks along with his/her staff (or beyond?)
Ann Lieberman, Professor and Author from Stanford University explains to a group of teachers at the Teacher Leadership and Learning Program earlier this week the importance of nurturing teacher leadership programs as a way to enhance school programs and student learning:
“Research tells us that people learn on the job, which presents some dichotomy for the academic world between the theory, research and practice. The “dailyness” of work is different that the kinds of questions that are asked in research. The TLLP, for example, helps form a community of like minded people who are willing and open to better their practice. When given the support and structure to implement an action research and have built a community of practice, Lieberman emphases that , teachers in leadership programs use their “fist full of strategies” to transfer and apply their learning and reflection with their own students.
Resources and further reading and learning ->