SAIL for Education

The Story of Us: TEACHER LEADERS ENRICH SCHOOLS AND ENHANCE EDUCATOR PROFESSIONAL PRACTICE

BY DR. REBECCA HORNBERGER

Often, the voices of fellow educators can provide the most rich and insightful descriptions about what makes schools – and teachers – better. Several years ago, as part of my dissertation research, I was afforded the rare opportunity to spend hours interviewing teachers in order to bring their stories of professional growth to light. Teacher after teacher shared with me the profound impact that teacher leaders had upon them – shaping them into more confident and competent educators. Take a moment to read how their teacher leader colleagues inspired them to be the best possible teachers for their students:

“Collaborating with my colleagues grew me as a teacher. Talking with colleagues and going in their room and observing the things that they do helps to improve my teaching practice. [These experiences] make me rethink the rationale behind what I am doing. I think our new teachers need to have mentors.”

“To assure other educators grow professionally, [we need to] stick them with a mentor. You have those certain individuals in a building that are proving year after year after year that they know how to grow their kids, so why not use that to your advantage?”

“Seeking out teachers who I want to emulate has improved my effectiveness in the classroom. I‘ve worked with some great teachers. Bouncing ideas off of each other and collaboration are huge. Professional growth for educators is a collaborative process; we seek out teacher experts in [various] areas throughout our building. You

become a tight-knit family; you become a team. And I think that‘s where growth occurs; it is not necessarily trying to do it all yourself, but knowing where your support is and who to go to.”

“Working with other teachers that I respect and value, and being part of the decision making for my building and district [inspires my professional growth]. Staying connected to the teachers above you and below you and feeling like we have some skin in the game because [our opinions] are taken into consideration. That is what inspires teachers. And then sprinkle in some coaches who bring you new ideas or offer book studies or classes. The solutions are not that far out of our reach, but the people who are making the decisions don‘t get it” (Hornberger, 2017).

Throughout Ohio, in recent years, we have seen a shift in the understanding as to the benefits for principals when there are strong teacher leaders in our schools. In 2017, the Ohio Department of Education (ODE) assembled an Ohio Principal Workgroup by partnering with by the Ohio Association of Elementary School Administrators (OAESA) and the Ohio Association of Secondary School Administrators (OASSA). This workgroup “concluded there are many existing effective principals, as well as quality supports in our state. But many of these supports remain untapped…The advisors then outlined strategies for addressing gaps with recommendations for professional development opportunities and additional support structures” (Ohio Department of Education, 2017a, p. 3).

Capacity supports, such as teacher leaders and assistant principals, to assist with the increasing demands and responsibilities placed on principals. (Ohio Department of Education, 2017a, p. 13)

Endorsement Standards were first put into place in 2009. Teacher Leader Endorsement is available to Ohio teachers who would like to learn how to effectively lead from the classroom, including a focus on skills such as “mentoring and coaching teachers, providing staff development, and assisting the building principal in developing and supporting a shared vision and clear goals for the school” (Ohio Department of Education, 2009).

Redefine strategies for principals like distributive leadership and management models that tap the skills of other leaders, such as deans of students, teacher leaders, social workers and school counselors. (Ohio Department of Education, 2017a, p. 14) In response to the expressed need for this “untapped” resource of teacher leaders, ODE has since taken several critical steps to promote and encourage a distributed leadership model in schools throughout the state of Ohio. The first step was to assemble a collaborative group of Ohio educators, including teachers, principals, superintendents, educator associations, and the Ohio Department of Higher Education (ODHE), to create an Ohio Teacher Leadership Framework (Ohio Department of Education, 2017b). According to ODE (2017b), “The Ohio Teacher Leadership Framework seeks to present the central components of teacher leadership in Ohio while also recognizing the diverse forms (both formal and informal) of teacher leadership that already exist in Ohio’s schools and districts” (p. 3). The framework is comprised of five components that are based upon state and national standards and are intended to specify the essential aspects of teacher leadership in Ohio. These five components include the following: • Fostering Collaborative Culture • Advancing Instruction and Student Learning • Driving Initiatives • Practicing Equity and Ethics • Building Relationships and Partnerships A core group of educational stakeholders revised the standards in Spring 2018, making sure that they aligned to both the updated Ohio Teacher Leadership Framework, as well as the national standards. The revised 2018 Ohio Teacher Leader Endorsement Standards can be accessed via Google by searching “draft revised Ohio Teacher Leader Standards.” It is not enough, however, to simply provide additional resources at the state level in the hopes that it will advance a distributed leadership model throughout the state. As Ohio leaders, we must encourage those within whom we see leadership potential to take the next step on their leadership journeys. The Ohio Teacher Leader Endorsement is offered through our SAIL program as either a post-master’s endorsement or embedded as part of a master’s degree program. Also, be on the lookout for the ODE Ohio Teacher Leadership Toolkit to be published in the coming months. It will provide a multitude of specific resources that will assist districts and schools as they articulate an individualized vision of teacher leadership that is appropriate for their schools and staff. Teacher leadership is an essential aspect of educator growth, and our support of this critical component of school success is key to developing a healthy and vibrant network of effective teacher leaders. References: Hornberger, R.E. (2017). A Phenomenological Study of the Experiences of Teachers Evaluated Utilizing a State-Mandated Teacher Evaluation System. (Doctoral dissertation). “As Ohio leaders, we must encourage those within whom we see leadership potential to take the next step on their leadership journeys.”

The Ohio Teacher Leadership Framework serves as an initial resource that can be used by districts, building leaders, and teachers to prioritize the essential components of teacher leadership in Ohio. Further, the framework can assist stakeholders as they reflect on current levels of distributed leadership practices and plan ahead for future implementation of high-impact teacher leadership programs throughout their schools. The Ohio Teacher Leadership Framework can be accessed via Google by searching “Ohio Teacher Leadership Framework.”

The framework, however, was just the first step taken to advance teacher leadership in Ohio. The next step involved revisiting the Ohio Teacher Leader Endorsement Standards. The Ohio Teacher Leader Ohio Department of Education. (2017a). Strengthening Educational Leader Supports. Ohio Principal Workgroup.

Ohio Department of Education. (2017b). Ohio Teacher Leadership Framework.

Ohio Department of Education. (2009). Teacher Leader Endorsement. Ohio Program Standards 2009 Grades P-12.

11 spring 2019 Rebecca Hornberger, Ph.D. is the department chair for the SAIL/Concordia University Chicago (CUC) partnership with OAESA. She oversees all graduate programs for CUC throughout the state of Ohio. Please contact her at rebecca.hornberger@cuchicago.edu.