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Melinda M. ManginRutgers University
STRATEGIES FOR DEVELOPING EFFECTIVE TEACHER LEADERSHIP
School Administrators of Iowa Annual Conference August 5-6, 2014
THE POWER OF
SYNERGY
MELINDA M. MANGIN
Associate Professor Graduate School of EducationRutgers University
Teaching• HS Spanish Teacher• North Carolina & NYC
Research• Professional Learning• Teacher Leadership
Family• Three children
MELINDA M. MANGIN
PUBLICATIONS How the framing of instructi onal coaching as a lever for
systemic or individual reform infl uences the enactment of coaching. Educati onal Administrati on Quarterly, 2015 .
Capacity building and districts’ decision to implement coaching initi ati ves. Educati on Pol icy Analysis Archives, 2014 .
Teacher leader model standards: Implicati ons for preparati on, policy and practi ce. Journal of Research on Leadership in Educati on, 2014.
Leading professional learning in districts with a student learning culture . The Handbook of Professional Development in Educati on: Successful Models and Practi ces, 2014.
Confl icti ng storylines in teacher leadership: How one l iteracy coach struggled to positi on herself and her work. The New Educator, 2013.
Participants will…
Learn about two key strategies for eff ecti ve teacher leadership;
Refl ect on teacher leadership in their own school or district;
Engage in acti viti es intended to facilitate discussion;
Establish next-steps for developing eff ecti ve teacher leadership.
LEARNING OBJECTIVES
Who’s in the room?
Teacher leadership today
Effective Teacher Leadership Developing shared understandings Creating a learning culture
Closing reflections
SESSION OVERVIEW
Superintendents!Elementary principals?Anyone from a city larger than
50,000?Cities smaller than 5,000?Calling all secondary principals….Classroom teachers!Anyone from central offi ce?Any teacher leaders?
WHO’S IN THE ROOM?
TEACHER LEADERSHIP TODAY
TEACHER LEADERSHIP IS EVERYWHERE!
Federal initiatives
State-level endorsements/certificates
Preparation programs
Teacher Leader Model Standards (2011)
Associations & conferences
Online forums & blogs
Utilize existing resources Capitalize on teachers’ knowledge
Create opportunities for involvement Teacher voice and advocacy
Build capacity: individual & collective
Facilitate instructional improvement Provide professional learning Guide program implementation
GOALS OF TEACHER LEADERSHIP
VARIATION IN ROLES (KILLION & HARRISON, 2006)
1. Data Coach
2. Resource Provider
3. Mentor
4. Curriculum Specialist
5. Instructional Specialist
6. Classroom Supporter
7. Learning Facilitator
8. School Leader
9. Catalyst for Change
10. Learner
VARIATION IN TASKS (MORAN, 2007)
Presentation Classroom visits Co-planning Study groups Demonstration lesson Peer coaching Co-teaching Resource management Program implementation Coordination across systems
Ambiguity and confusion
Traditional school culture Isolation, autonomy, egalitarian Doing, blame, compliance
Beliefs about who can lead
Competing priorities & finite resources
Mixed evidence of success The black box of practice
CHALLENGES TO TEACHER LEADERSHIP
Set clear goalsCreate well-defined rolesFocus on instructionCommunicate expectationsFoster principal supportProvide training and development
But…eff ective teacher leadership can not be achieved with a checklist.
“BEST PRACTICES”
Effective teacher leadership is dependent on:
Shared sense of responsibility- ownership Deep changes in socialization-
interdependence
Under these conditions, teacher leadership can be responsive to shift ing needs and
sustained over time.
MEANINGFUL CHANGE
1. Shared understandings
2. Learning culture
Effective teacher leadershi
p
FOUNDATIONAL STRATEGIES
Ownership
Inter-dependence
Strategy #1
DEVELOPING SHARED UNDERSTANDINGS
?
?
??
?
PROBLEM
Divergent understandings about what constitutes teacher leadership create ambiguity and confusion.
Confusion
Ambiguity
Materials:What Counts as Teacher Leadership?
Instructions: Read scenario & discuss with your group
(15 min)
Which view is most similar to your understanding, and why?
How do divergent understandings challenge teacher leadership?
Report back to the whole group (5 min)
SURFACING DIVERGENT UNDERSTANDINGS
Confusion
Conflict
Lack of coherence
Unmet needs
Working at cross-purposes
DIVERGENT UNDERSTANDINGS: EFFECTS
The effects are evident in teacher leader practices, improvement initiatives, preparation programs, & teacher leader policies.
Within school/district: Teachers Teacher leaders Administrators Parents School boards Etc….
Across Organizations Schools Districts Associations Universities State
departments Etc…
CREATING SHARED UNDERSTANDINGS
Communication
Strategy #2
CREATING A LEARNING CULTURE
PROBLEM
Traditional School Culture
Blame
Compliance
Autonomy
Isolation
Egalitarian
DoingREFLECT:
~ Do you see aspects of a traditional culture in your school?
~ How might traditional school culture negatively affect teacher leadership?
Growth Mindset
Collaborative inquiry
Shared responsibility
Honest CritiqueRisk-taking
A LEARNING CULTURE FOR TEACHERS
~ Why is a learning culture important for teachers?
~ How is a learning culture different from a compliance culture?
Materials:
Mind-Sets and Equitable Education (Dweck, 2010)
Instructions: Read article & discuss with your group
(15 min)
How can a growth mind-set facilitate: …. a learning culture for teachers?.... teacher leadership?
Report back to the whole group (5 min)
HOW MINDSET AFFECTS LEARNING
Growth: ~ intellect can be developed ~ expect challenges ~ hard work over talent ~ learning is collaborative
Fixed: ~ intellect is static ~ discouraged by challenge ~ ashamed of difficulty ~ succumb to stereotype
TEACHERS’ MINDSETS
The effects are evident in:
How teachers work with students- they offer encouragement & support;
How teachers approach their own learning; willingness to take risks and collaborate;
How teacher leaders can interact with colleagues & offer honest critique.
Acti vely engage in inquiry, criti cal thinking, refl ecti on
Thoughtf ul att enti on to process
Expect interdependent work and shared responsibility for decision-making,
Recognize multi ple sources of leadership
CREATING A LEARNING CULTURE
Danger: • Blaming• Complianc
e• Outcomes
at any cost
Reflecting on our learning….
What do I want to remember?What do I want to put in motion?
1.Write down your response. 2. Share your response with a partner.
EXIT TICKET
THANK YOUand one more thing .
. .
Melinda ManginRutgers University