A Reflection on Teacher as Leader
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Coming to an Understanding of Teacher Leader
(excerpts from poa_paper_nelson.docx)
(excerpts from poa_paper_nelson.docx)
I enjoy teaching for many reasons, but the fact that it forces me to be a lifelong learner is the primary reason I find so much satisfaction in the career. Roland S. Barth (2001) begins his book Learning By Heart by explaining that “Teachers and students go hand in hand as learners – or they don’t go at all” (p. 23). Everyday I am put to the challenge of learning new skills: new skills in interpersonal communication, new skills in problem solving, new skills in mentoring, new skills in organization, new skills in pedagogy, new skills in management…and the list continues. Teaching is a dynamic job – no one day is like the next, nor is any day like the last. Teaching is also dynamic for the fact that it demands me to remain – ironically – a lifelong learner.
My career is one in which I lead by learning. I do not remain passive or victim to the challenges of my job – and challenges there are many. I help shape my classroom and therefore my school as a destination of learning for students, colleagues, and myself (Barth, 2001). With my ten years of teaching experience, I have gained a “massive collection of experiences and learning that those who live and work under the roof of the schoolhouse inevitably accrue during their careers” and which Barth (2001) labels as craft knowledge (p. 56). As he explains the role of teacher leader he states that such a leader’s “…fundamental criterion [is] to look at how helpful teachers are as members of the school community in providing leadership that will improve the culture of the school and make it hospitable to everyone’s learning” (p. 79). Within my craft knowledge I come to understand that there are steps in developing a plan of action as a master lifelong learner and therefore a master lifelong leader.
Katzenmeyer and Moller explain that there is great confusion about the definitions and expectations of teacher leadership as the term is often tossed around in the arena of popular education jargon. The authors point out that within the profession of education many are reluctant to examine the concept of leadership “because everyone believes he or she knows what it means” (p. 5). In truth, I once thought I knew the meaning of teacher leadership as I held many roles as committee chairs, department chairs, and even obtained the coveted honor of teacher of the year at my previous school. Nevertheless, in my readings and studies of leadership in education over the past few months, I have come to realize that my understanding of teacher leader is actually just within the first stages of formation. I am humbled now to realize that I am only just beginning to come to an understanding of what defines a teacher as leader and what a teacher leader’s role is within the schoolhouse. Where I am confident in saying that teaching is my calling, I realize at this very moment that I am just starting to understand that within my call is a need for me to develop as a master teacher leader. My previous leadership experiences were roles I acted out. They were roles in which I blindly lead and roles in which I filled unknowingly. In hindsight, at the time I accepted each of these various roles of leadership, I was unwilling to admit that I did not have a real sense or understanding of leadership. I assumed that my leadership skills would simply evolve naturally over time. Where I painstakingly reflected upon and improved my teaching over the years through a strategic plan of action, I realize – now – that perhaps major errors within my leadership roles were that I had no similar plan of action or goals in maintaining, developing, and finally evolving my leadership skills as I did my pedagogical skills.
My career is one in which I lead by learning. I do not remain passive or victim to the challenges of my job – and challenges there are many. I help shape my classroom and therefore my school as a destination of learning for students, colleagues, and myself (Barth, 2001). With my ten years of teaching experience, I have gained a “massive collection of experiences and learning that those who live and work under the roof of the schoolhouse inevitably accrue during their careers” and which Barth (2001) labels as craft knowledge (p. 56). As he explains the role of teacher leader he states that such a leader’s “…fundamental criterion [is] to look at how helpful teachers are as members of the school community in providing leadership that will improve the culture of the school and make it hospitable to everyone’s learning” (p. 79). Within my craft knowledge I come to understand that there are steps in developing a plan of action as a master lifelong learner and therefore a master lifelong leader.
Katzenmeyer and Moller explain that there is great confusion about the definitions and expectations of teacher leadership as the term is often tossed around in the arena of popular education jargon. The authors point out that within the profession of education many are reluctant to examine the concept of leadership “because everyone believes he or she knows what it means” (p. 5). In truth, I once thought I knew the meaning of teacher leadership as I held many roles as committee chairs, department chairs, and even obtained the coveted honor of teacher of the year at my previous school. Nevertheless, in my readings and studies of leadership in education over the past few months, I have come to realize that my understanding of teacher leader is actually just within the first stages of formation. I am humbled now to realize that I am only just beginning to come to an understanding of what defines a teacher as leader and what a teacher leader’s role is within the schoolhouse. Where I am confident in saying that teaching is my calling, I realize at this very moment that I am just starting to understand that within my call is a need for me to develop as a master teacher leader. My previous leadership experiences were roles I acted out. They were roles in which I blindly lead and roles in which I filled unknowingly. In hindsight, at the time I accepted each of these various roles of leadership, I was unwilling to admit that I did not have a real sense or understanding of leadership. I assumed that my leadership skills would simply evolve naturally over time. Where I painstakingly reflected upon and improved my teaching over the years through a strategic plan of action, I realize – now – that perhaps major errors within my leadership roles were that I had no similar plan of action or goals in maintaining, developing, and finally evolving my leadership skills as I did my pedagogical skills.
Artifacts of Teacher Leadership in Action
-----Jessica Lynn Nelson/CentennialMS/WCPSS wrote: -----To: Crystal Reardon/MiddleSchoolPrograms/WCPSS@STAFF
From: Jessica Lynn Nelson/CentennialMS/WCPSS
Date: 07/16/2011 12:21AM
Subject: Re: Weebly...
I would be greatly honored. Here is a student's weebly that does not include his name: http://savingoceansrainforest.weebly.com/index.html
This was one of the best ones too! Also - be sure to click on "more" because that is where he analyzes his primary source.
I hope you are well. I was holding my breath waiting for you to email me (b/c then I would know you and Lynn were okay - wink). Was GLAD to hear from YOU!
Regards,
Mrs. Nelson
Jessica Nelson
8th Grade Language Arts & Language Arts Department Chair
Centennial Campus Magnet Middle School
http://sites.google.com/site/nelsonla8thgrade/
919-233-4217 (Office)
919-233-4268 (Fax)
-----Crystal Reardon/MiddleSchoolPrograms/WCPSS wrote: -----
To: Jessica Lynn Nelson/CentennialMS/WCPSS@Staff
From: Crystal Reardon/MiddleSchoolPrograms/WCPSS
Date: 07/15/2011 04:52PM
Subject: Weebly...
Jessica-
I hope you are having a great (and relaxing!) summer. Lynn and I are developing a training to share with schools, and we are including Weebly (thanks to you!) as an example of technology to encourage student collaboration.
Would you mind if we use one of your student's examples for the training? If you are willing, we would love for you to send us an example without a student name.
We would need this by July 25. Let me know what you think...
Crystal
___________________________
Crystal W. Reardon
Senior Administrator for MS ELA
Wake County Public School System
3600 Wake Forest Road
Raleigh, NC 27609
Phone: 919-713-0659
Fax: 919-850-1889
http://www.wcpss.net
From: Jessica Lynn Nelson/CentennialMS/WCPSS
Date: 07/16/2011 12:21AM
Subject: Re: Weebly...
I would be greatly honored. Here is a student's weebly that does not include his name: http://savingoceansrainforest.weebly.com/index.html
This was one of the best ones too! Also - be sure to click on "more" because that is where he analyzes his primary source.
I hope you are well. I was holding my breath waiting for you to email me (b/c then I would know you and Lynn were okay - wink). Was GLAD to hear from YOU!
Regards,
Mrs. Nelson
Jessica Nelson
8th Grade Language Arts & Language Arts Department Chair
Centennial Campus Magnet Middle School
http://sites.google.com/site/nelsonla8thgrade/
919-233-4217 (Office)
919-233-4268 (Fax)
-----Crystal Reardon/MiddleSchoolPrograms/WCPSS wrote: -----
To: Jessica Lynn Nelson/CentennialMS/WCPSS@Staff
From: Crystal Reardon/MiddleSchoolPrograms/WCPSS
Date: 07/15/2011 04:52PM
Subject: Weebly...
Jessica-
I hope you are having a great (and relaxing!) summer. Lynn and I are developing a training to share with schools, and we are including Weebly (thanks to you!) as an example of technology to encourage student collaboration.
Would you mind if we use one of your student's examples for the training? If you are willing, we would love for you to send us an example without a student name.
We would need this by July 25. Let me know what you think...
Crystal
___________________________
Crystal W. Reardon
Senior Administrator for MS ELA
Wake County Public School System
3600 Wake Forest Road
Raleigh, NC 27609
Phone: 919-713-0659
Fax: 919-850-1889
http://www.wcpss.net