Conclusion by Deb and Mary

Based on the conclusion, the questions below need NOT be answered via the blog. However, please consider them as a reflection piece for the upcoming school year.

In our school district, what criteria should we look for when selecting teacher leaders? Will our selection be based on years of teaching experience? Should proficiency in technology also be a factor? Should the grade level of the teacher be considered? Does the teacher possess the interpersonal skills to effectively communicate with other teachers in the building?

Should selection of leaders be committee based or an administrative selection?

Through information/skills we've learned from the book and through our blog discussions, what techniques can be applied to current committees at Newark Valley? (Examples: 9th grade academy, mentoring, homework policy committee, etc.)

Chapter 6: Gauging Progress

- What methods/data do you use from classes or from other school or faculty groups to gauge student progress?

-Do you see any resources or changes that might add to evaluating student progress on the class or district level?

Chapter 5: Strengthening Professional Practice

• What structures and/or opportunities currently exist for the Newark Valley High School community to come together to build professional expertise?


• What resources and/or support would we need in order to continue to grow in our professional expertise?

Chapter 4: Team Relationships

• Looking at the definition of successful schools in chapter 4; is Newark Valley a successful school?  Why or why not?

• How can we develop personal relationships with at risk students to increase their chances of success?

• And directly from the book: How can we expand our working relationships and collaborate to meet whatever needs our students present?

Chapter 3- Building a Team

Chapter 3 deals with the development of a team and the way in which the team works together. Here are some questions for consideration:

• In the eyes of a team leader, what makes a good team?


• In the eyes of a team member, what makes a good team?


• At Newark Valley, what are the benefits of working in a team and what are some roadblocks that might be encountered?

Contributions from Donna Bates

Hello everyone

I am so pleased to be able to share some thoughts with you about teacher leaders.  First of all, I would say the second chapter in Other Duties frames the discussion about teachers as leaders in a more formal sense than I will express here. 

In chapter 1 Jan and I really talked about leaders as being people who build relationships.  Our basic thesis, one we both support with passion, is that leadership matters and the type of leader matters even more.  What does this mean?  From now one you will read my perspective based on my experiences and personal beliefs. However, let me say, I am a contributing author to Other Duties so obviously Jan and I had a meeting of the minds, so please keep that perspective in mind.

I believe all teachers are leaders; it is the nature of the job. For me the discussion needs to be more about shared leadership, using the expertise of all teachers, focusing on teaching and learning and always, always about students and helping them achieve their academic goals.  So, what leadership framework is best for students?  How can teachers, working in isolation, bring their knowledge and expertise to the collective table so their work focus is on teach and learning?  What attitudes, processes and procedures need to be in place or removed from the table as the discussion evolves?  What role does students play in the leadership mission statement of a school? 

I was a terrible teacher leader and a worse member of a teacher group.  I say that because most of my experiences were leadership as a position experiences.  Nothing was fluid.  The teacher leader held the power, was considered the authority, received a stipend and was privy to information some of which was shared but the "secrets" never were!  There is always suspicions about leaders like this!  and for good reason!

I always knew there was a better way and I tried to lead through what I did in my classroom, how I shared and how I connected to and with my teacher peers.  Sometimes it worked and sometimes it didn't.  In my experience we never created or addressed the type of leadership model or structure that worked best for kids.  I hated sitting in budget meetings or talking about problems the staff should know about or being asked to always "represent" a group perspective when I was the least knowledgeable to do so! 

Teacher leaders are experts.  Part of building relationships is sharing who you are and what you do.  A well connected group who trusts one another and has an open door policy automatically has continuous professional development as a goal because each teacher is seen as a leader and as and expert in some aspect of teaching and learning.    If you have a teacher leader as a position structure in place, work to reform it so it fits your needs. Work with your building and district administratorsto get what works for you, as leaders, so students benefit.  Take that stipend, share it or take everyone out to dinner at a nice restaurant or use it to pay for a working retreat.  Don't ever let money interfer with the work you need to do for students.

As you can tell, I am very passionate about this subject.  I wish you all the best in your work and I look forward to reading what you say and hearing about what you do. Also, I acknowledge but never apologize for my strong words!  Jan has to reign me in at times. :)  As you can see, she has her work cut out for her. I salute all of you and the work you do.   Donna 

teacher as leader...

After reading chapter 2, I thought it would be interesting to post our own teacher leadership profiles using the self-reflection exercise provided in this chapter. What are your strengths? What areas do you find challenging?