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Teachers As Leaders
By Stephanie McLean
University of New England
Anne Lovejoy
October 14, 2012






















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The Mountain Brook school district, desiring to enhance the leadership
capacity of its teaching staff, initiated a program that will prepare teachers for
leadership roles both now and in the future. The Teachers as Leaders program
was established in order to develop continuity in leadership as many
administrator retirements were predicted for the near future.
Teachers were chosen to participate who demonstrated the willingness to try
new things, whom were involved in continuous research for best practice, and
their willingness to collaborate as part of a team. A total number of 15 throughout
the district participated in a number activities for research purposes. The
activities consisted of; a personality inventory, informative sessions, and team
building activities (Searby & Shaddix, 2008).
Feedback regarding the program from the teachers who participated was all
positive. Teachers felt that they not only grew professionally but personally too.
After participating in the program, teachers viewed leadership roles differently.
Participants were encouraged to take more of an active role in leadership in their
own schools. Participants felt more confident in their skills and knowledge of
best practices (Searby & Shaddix, 2008).
My own leadership skills have developed significantly over the past year.
Once moving out of the classroom and into a specialty area, I found myself
mentoring other educators on best practices for gifted and talented students.
Through coursework, conferences, and personal experience I am continuing to
gain knowledge on gifted education. I have taken what I have learned and have
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shared it with other educators to support them with best practices for their own
classrooms.
This year one of my own personal goals is to become more of a leader within
the school community. I would like to branch out and help more classroom
teachers implement differentiation strategies in their own classrooms to better
meet the needs of all of their students. I will organize professional development
times where I can facilitate a discussion forum for sharing of ideas on specific
topics.
The leadership roles in our school district have been heavily weighted on
administration as a whole in the past. I find that those who are involved in
continuous research on best practices and involved in professional development
opportunities are the ones who are open to breaking away from the way it has
always been type of framework. This year we have had new administration
come on board and where that has occurred is where most of the changes are
happening. As the new administrators are trying to feel their way and learn the
ropes they are asking other veteran staff members for help in developing
common practices within the school community.
In todays education system it is necessary for teachers to learn an array of
leadership skills while on the job. In a growing educational field where
responsibilities are becoming more and more for the principle it is essential for
leadership within the school community to extend beyond that of one person
(Searby & Shaddix, 2008). The first step in implementing this in a school setting
would be to talk to the individuals who are in leadership roles already and from
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there get others involved. For an atmosphere of collaboration to exist within the
school community administrators along with all other staff members need to have
the we work as a team kind of attitude.





















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References:
Searby, L. & Shaddix, L. (2008, April). Growing teacher leaders in a culture of
excellence. The Professional Educator, 32(1),