Once principals decide to embed teacher leadership processes in their schools they often wonder how that is possible, given the hierarchical structure of schools. The historical structure of schools perpetuates a tradition in which principals lead and teachers teach. That traditional structure seems so commonplace that the idea of teacher leadership seems out of place.
It is difficult to imagine that teacher leadership can thrive given the hierarchical structure of schools -- but teacher leadership can thrive in schools, and principals are instrumental in creating conditions that make it happen.
CREATING OPPORTUNITIES FOR TEACHER LEADERSHIP
Creating opportunities for teacher leadership is the first order of business. It is not enough for principals to simply state their desire for teacher leadership. They must create structures that allow teacher leadership to develop. Teacher leadership opportunities exist within structures that make teaching public, collaboration common practice, and relationships professional and collegial. Examples of such structures include examining student work, participating on teams, and communicating about issues of teaching and learning in formal and informal ways.
ELIMINATING BARRIERS TO TEACHER LEADERSHIP
The hierarchical structure of schools creates barriers to teacher leadership because it reflects values, beliefs, and attitudes found and accepted in traditional methods of leadership. The view that principals should lead seems to make sense when considering obstacles to teacher leadership such as time, lack of formal authority, and competing demands of classroom and school.
• When will teachers find time to lead?
• How can teachers lead without formal authority?
• Is the priority of teacher leadership classroom or school improvement responsibilities?
Principals can address those concerns and create structures and processes that eliminate barriers. For example, principals can create common times for teachers work together.
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3 comments:
I think if you look to true academic communities, the heirarchical structure is what looks odd. The original plan for universities is leadership by peers. I don't think it is too much of a stretch to expect teachers to take the lead in designing instruction, problem solving, and leading the community in general. The barrier now is to provide the time needed. Perhaps the time could be carved out of the day if more administrators moved back into the classroom. Not only would they see their schools from a different perspective, the time freed would give faculties time to talk and work together and develop both instructional and management goals.
Then, maybe my dream would come true. All the adults in the building would become a true professional team working towards the betterment of all students, rather than being mired in the "Us" vs "Them" tug of war most buildings have.
Great synopsis of what needs to be in place from the principal's standpoint! Another idea . . . establish methods for ongoing communication among faculty, whether it be email, wikis, etc. Use this as an added way to encourage, promote, and guide faculty members collectively - and as an added way to encourage them to engage with one another and establish good relationships and trust.
Does the paradigm of distributed leadership come into play when you are considering how to manage giving power to others? And I think it would be important to know how you think about giving pieces of authority away vs creating a democratically run school. I believe the two ideas are separate, although they can have overlap.
I agree with Anne's comment about increasing communication. Building up the faculty's knowledge of their craft will empower them to find ways to express themselves. And I would imagine that it would take on many forms...just as you listed in your original entry.
It isn't easy trying to bring forth the creativity of people and ignite their passion. A fine balance between control and creative endeavours has always been the subject of many articles. I'd bet as long as the person at the head of the school has created a vision and people have buy-in to that vision, then they'll follow. If that vision defines their emergence as leaders, then I believe you'll see it happen in ways you thought and ways you never dreamed.
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