Understanding Teacher Leadership
Journal entry 1
Chapter 1: Understanding Teacher Leadership. Marilyn Katzenmeyer and Gayle Moller.
As a young teacher I often think that teacher leadership simply meant senior teachers with years of service working with the principal to bring back new teaching styles or policies to us the lesser staff members. The authors states that teacher leadership can emerge from any teacher within the school community. Katzenmeyer and Moller on p.4 defines teacher leadership as teacher leaders lead within and beyond the classroom; identify with and contribute to a community of teacher learners and leaders; influence others toward improved educational practice; and accept responsibility for achieving the outcomes of their leadership. But certain teachers would say that they are not propelled to be teacher leaders, because of the many obstacles that stand in their way. These obstacles can be describes as: Personal interest such as family life. Ones conception of the skills to lead other adults. Also one’s interrelationship with other staff members. The school culture can also be an obstacle; if the school does not have an open mindset and conducive as to embrace colleagues as teacher leaders.(Katzenmeyer and Moller p.3).The principal can also be an obstacle, principals see themselves as being leaders and might be threaten as to allow a mere staff member to be a leader. The governing bodies or stakeholders can be an obstacle also for a teacher leader. The governing bodies make policies and set school cultures not conducive to teacher leaders. The profession is also an obstacle because it does train teachers to take up leadership roles. Other obstacles such as time and nonpayment for services can hinder teacher leadership as well.
In order to become a teacher leader one must have certain skills, knowledge and attitudes. Hilty lecture notes 2013 suggest the following: that teacher leaders work with adult learners; use communication to build working relationships and encourage
Chapter 1: Understanding Teacher Leadership. Marilyn Katzenmeyer and Gayle Moller.
As a young teacher I often think that teacher leadership simply meant senior teachers with years of service working with the principal to bring back new teaching styles or policies to us the lesser staff members. The authors states that teacher leadership can emerge from any teacher within the school community. Katzenmeyer and Moller on p.4 defines teacher leadership as teacher leaders lead within and beyond the classroom; identify with and contribute to a community of teacher learners and leaders; influence others toward improved educational practice; and accept responsibility for achieving the outcomes of their leadership. But certain teachers would say that they are not propelled to be teacher leaders, because of the many obstacles that stand in their way. These obstacles can be describes as: Personal interest such as family life. Ones conception of the skills to lead other adults. Also one’s interrelationship with other staff members. The school culture can also be an obstacle; if the school does not have an open mindset and conducive as to embrace colleagues as teacher leaders.(Katzenmeyer and Moller p.3).The principal can also be an obstacle, principals see themselves as being leaders and might be threaten as to allow a mere staff member to be a leader. The governing bodies or stakeholders can be an obstacle also for a teacher leader. The governing bodies make policies and set school cultures not conducive to teacher leaders. The profession is also an obstacle because it does train teachers to take up leadership roles. Other obstacles such as time and nonpayment for services can hinder teacher leadership as well.
In order to become a teacher leader one must have certain skills, knowledge and attitudes. Hilty lecture notes 2013 suggest the following: that teacher leaders work with adult learners; use communication to build working relationships and encourage