http://blog.vcu.edu/ctl/ en Copyright 2009 Thu, 30 Apr 2009 09:00:00 -0500 http://www.sixapart.com/movabletype/ http://blogs.law.harvard.edu/tech/rss The Center for Teacher Leadership is proud to introduce Mary Tedrow as this week's guest blogger. She is a former Frederick County Teacher of the Year, a senior fellow at Teacher Leaders Network, an occasional essayist for Teacher Magazine, and a freelance writer, authoring Reading Connection for the Middle Years for Resources for Educators. Mary serves as a Co-Director of the Northern Virginia Writing Project, where she leads their satellite site in the Shenandoah Valley. She is an adjunct faculty member at George Mason University and dual enrollment instructor for Lord Fairfax Community College. When she is not busy with education issues, this mother of three runs just for the fun of it. Mary served on the design team that developed CTL's online course, Teacher as Change Agent, and has written for "Teacher Magazine" and "Resources for Educators." Mary's blog Walking to School captures her musings on our profession as she walks to and from school each day. CTL invites you to walk alongside Mary as she shares her insights on the qualities of effective teacher leaders. "I'm just a teacher. I don't know anything about leading." Though teachers are sometimes reluctant to take on a leadership role among their peers, or outside and beyond the school building, exemplary teachers already are leaders, using all the tools they need for leadership while working with students in the classroom. Recognizing the strengths of good teaching and leveraging those skills into practice outside the classroom can develop classroom teachers into effective, transformative leaders. What are the hallmarks of good teachers and ultimately of good leaders? There are three I can identify from the mentors who have had an influence on transforming my own teaching practice: Good teachers are humble: Few teachers reach excellence without this quality. Humility is required to engage in real reflection of practice. If not humble enough to ask "Why didn't that work?" of our own classroom behaviors, we cannot expect to make improvements that impact student learning. If not humble enough to learn from our students and to let them take the lead, we won't inspire their growth. If not humble enough to look for gaps in our knowledge and continue to learn, we cannot grow into truly transformational teachers. Outside of the classroom, true teacher leaders engage the community by asking for help, letting others take the lead, and listening and learning from the collective wisdom of a group, adding to our knowledge when gaps arise. Good leaders are humble enough to ask for help. Good teachers know the subject and make the complex simple: Good teachers know how to break complex ideas and concepts down into manageable, accessible parts so learners can build knowledge. This means knowing students well enough to understand what they already know - and starting from there. This awareness of audience makes teachers adept at speaking to any number of groups - administrators who may have a different perspective but need awareness of the perspective of the classroom - parents who understand school from "when they were there" and need to learn how the environment and teaching practice has evolved - and policymakers who need to understand how the impact of new policy may play out at the classroom level. Good leaders teach as they lead, starting from the perspective of all stakeholders. Good teachers celebrate: The best teachers remind their students of how far they have come and let celebration into the classroom. Pats on the back. Smiles. Encouragement. These are the moments that bring our students back to school to try again: they learn to feel good about learning. It's no surprise that our peers need the same kind of rewards to spur them on to tackling the next round of challenges. Good leaders give credit to the team, encouraging them to feel good about gains made and risks taken. A leader does not have to know all the answers. The best professionals who led me along the way inspired me to join in the resolution of problems by asking for help, breaking down the hard parts, and celebrating when we reached a goal. Our best teachers do that every day for their students. They can do the same for the profession. ]]> http://blog.vcu.edu/ctl/2009/04/the_courage_to_lead.html http://blog.vcu.edu/ctl/2009/04/the_courage_to_lead.html Profiles of Passionate Leaders Thu, 30 Apr 2009 09:00:00 -0500 Let me assure you: sometimes the simplest of steps can have major impact. In Greenville, South Carolina, local teachers decided that they needed to address the increasing problem of individuals coming to school board meetings to question new teaching techniques and strategies. Educators in the district were spending so much time defending what they were doing that it was taking away from what they needed to do for children. By the same token, they recognized that most of these citizens attended out of sincere concern for that which they did not understand. So the Greenville teachers decided to do something simple. To do something positive. To do something that only they could do. The teachers committed to calling any individual who came to a school board meeting questioning a new technique or strategy to invite that individual to one of their classrooms to observe the technique in use. They also made themselves available for any questions after the lesson. The results were dramatic. The mistrust and misinformation began to disappear and teachers could go back to focusing on what really matters - their students. Our schedules are crazy, the demands are many, but we know what it means to make a difference. Which teacher leadership path will you choose? ]]> http://blog.vcu.edu/ctl/2009/03/making_the_difference.html http://blog.vcu.edu/ctl/2009/03/making_the_difference.html Defining Teacher Leadership Thu, 26 Mar 2009 09:00:41 -0500 At the Center for Teacher Leadership, we are committed to sharing the knowledge, experience, and insight of teachers with others. To this end, we welcome Susan Graham as a guest blogger this week. Susan teaches family and consumer science at Gayle Middle School in Stafford County, Virginia. During her 25 years in the classroom, Susan has distinguished herself as an accomplished teacher and teacher leader. She is a National Board Certified Teacher, a former regional Virginia Teacher of the Year, a recipient of the Rufus Beamer Individual Award for Excellence in Vocational Education, a founding member of the Virginia Teacher Leaders Network, and a Fellow of the National Teacher Leaders Network. She has been a guest writer and expert commentator for Editorial Projects in Education, an initiative of Education Week and Teacher Magazine. Susan's blog "A Place at the Table" invites readers to pull a chair up to her virtual table as she offers her voice-of-experience perspective on teaching today, with a special focus on teacher leadership and continuous professional growth. Why not pull up your metaphorical chair and join in the conversation? Have you ever been to Disneyworld? One of the more iconic experiences is riding the little boats through It's a Small, Small World. Floating along, one takes a tour around the world where life size Madame Alexander dolls wearing traditional costumes go through mechanical motions of interacting and waving. Mostly it's about the costumes, which, of course, are not how people really dress in those countries. The experience tell us little about the nationalities represented and perhaps even less about children. It is a fantasy on multiple levels. We know that, but we still enjoy the ride. I like visiting It's a Small World. It's cute, familiar and reassuring. It occurs to me that many people feel the same way about schools. They'd prefer an educational experience that is simple, attractive, traditional and consistent. They'd like to visit a theme park version of The Red Schoolhouse where the teacher, dressed in a cardigan sweater, writes in white chalk on a black board. It would be preferable if the desks were wooden and lined up in straight rows. The children would be quietly attentive—eagerly raising their hands to respond. If one or two of the little girls had pigtails it would be a nice touch. Please don't smirk just because, as a teacher, you know that this is far from the reality. Public schools hold an almost mythical place in the minds of most of our fellow citizens. For that reason, most people have an opinion about the business of school. Some imagine perfect order, others creative thinking, or solid memorization, or the arts, or the sciences, or diversity or extracurricular activities. Our personal values, experiences, and preferences shape perception of what school ought to be. Almost everyone has an opinion because almost everyone really cares. The up side of the public’s interest in education is that public figures understand the importance of being photographed reading to a cute little cluster of diverse kindergartners. Little kids, like puppies, are good for image and everyone at least gives lip service to the importance of education. The down side is that people are concerned or even angry when the reality of the classroom doesn't align with school as they envision it. Some teachers see this as “meddling,” but it actually is a compliment to the importance of the work we do. Rather than being frustrated with their fanciful visions of what school was and should be, we would be wise to see this as a teachable moment to educate and inform the general public about how schools have adapted to meet the changing needs of our society. Good teachers go into their classroom prepared to prepare their students to be contributing members of their community. What would happen if good teachers thoughtfully prepared to teach our communities about what happens in the classroom? ]]> http://blog.vcu.edu/ctl/2009/02/the_myth_of_the_little_red_sch.html http://blog.vcu.edu/ctl/2009/02/the_myth_of_the_little_red_sch.html Wed, 25 Feb 2009 09:00:00 -0500 Pearl Quick, a retired middle school art teacher, believed that the state art standards needed revision. Using her position as the president of the Virginia Art Education Association (VAEA), Pearl proposed that the VAEA board convene committees around the state to collect input from art teachers within their localities. At the end of the two-year process, the State Board of Education endorsed the suggested changes. There is definitely strength in numbers! As Pearl says, "I think one important way to effect change, especially in your content area, is by active involvement in your professional organization." Sarah Ford, a first-grade teacher concerned about the impact of local testing on students, especially those in kindergarten and first grade, helped to create the Richmond Education Association's Testing Committee. The group spent a year looking at research, writing and conducting a survey to capture the perspective of all teachers in the district, analyzing the results of the survey, and meeting with district leaders. After drafting a proposal, Sarah met with outside experts who helped her tighten the focus; the final proposal received positive press and was presented to the school board. Sarah increased her chances of success by doing her homework, working with a team, and making sure that she had data to back up her recommendations. Teacher leaders like Pearl and Sarah use a variety of tools in their quest for change, and so can you. At the Center for Teacher Leadership, teacher leaders and their stories continue to be our focus as we seek to grow professionally. We want to help you develop the tools you need for successful advocacy. Whether building communication skills or building relationships, from understanding policy protocol to using your sphere of influence, you as an accomplished teacher can seize the moment and become a passionate teacher leader.]]> http://blog.vcu.edu/ctl/2009/02/turning_good_teachers_into_gre.html http://blog.vcu.edu/ctl/2009/02/turning_good_teachers_into_gre.html Defining Teacher Leadership Wed, 04 Feb 2009 08:59:30 -0500 I am excited to debut our new Center for Teacher Leadership blog, From the Director's Desk. At CTL, our focus is on supporting accomplished teachers as they become passionate, effective leaders. You may be reading this and thinking that the whole idea of teacher leadership is intimidating. You are not alone! Leadership is not something I sought, nor I must confess, particularly wanted. I think I am typical of most teachers who are attracted to teaching by the opportunity to teach. I was one of those teachers who thought that anything that took me away from my students, even for five minutes, was bad. I'll never forget one of my colleagues trying to get me out of class for a few minutes one day. She tried everything she could think of and finally gave up, saying "Terry, your students are trying to plan a surprise party for you. For heaven sakes, come down to my room!" The irony is that our most outstanding teachers are often the most unwilling to try to effect change beyond their classrooms, preferring to leave that to others. But it is exactly those accomplished teachers - teachers like all of you - that we desperately need to become leaders. Until we as a profession accept a leadership role in the reform dialogue that is raging in this country, we will continue to be used as pawns in education reform and we will never be totally successful in our primary mission of teaching. The simple fact is that teachers have not been taught to view themselves as change agents. Most teachers have never been asked for their professional opinions. After years of being treated as "hired hands" who were expected to be quiet and take orders, it is no surprise that as a group, we lack confidence in our ability to effect change and we make apologies for ourselves by saying, "I'm just a teacher." It is precisely because you are a teacher that you must step forward. Though we may not wish it, our teaching practice is inextricable from matters of educational policy and school reform. Our choice is not whether or not we respond to these broader issues, but how we respond: do we turn away and concede vital decision to people with no knowledge of our classrooms, or do we step forward and bring our voices to bear on these issues? Do we retreat to the security and sanctity of our classrooms, or do we work together to create an environment in which all teachers can be and are effective, and share a vision of educational excellence? Let me assure you that while you may lack the confidence to be leaders, as teachers you do not lack the skills. As I've worked outside the classroom, I've come to realize that most people are either visionaries who don't have a clue how to make things work - or detail people who can't see the big picture. As I have found my confidence, I realized that I already had the skills I needed to lead. And so do you. Think about it. You see the big picture. You have a vision of what you want your students to achieve, but you also know how to break things down into manageable pieces. You're organized. You speak extemporaneously in front of a questioning audience every day. To survive and flourish in our profession, you've learned to be flexible. You explain, discuss, persuade, and debate all day, every day. And most importantly, you have first-hand professional experience backing up every word that you say. You know what works and what doesn't, because you are at the front line and on the line on a daily basis. Like the Lion in the Wizard of Oz, you already have what you are looking for. You only need to believe in yourself, step out of your comfort zone, and determine a plan of action. Don't forget that one of the most important roles of a leader is to teach. You must teach others what it will take to make the meaningful and substantive changes necessary to ensure that all children can succeed. Together we as accomplished teachers can effect change as we lead from the classroom.]]> http://blog.vcu.edu/ctl/2009/01/defining_teacher_leadership.html http://blog.vcu.edu/ctl/2009/01/defining_teacher_leadership.html Defining Teacher Leadership Thu, 22 Jan 2009 09:00:00 -0500