Teachers blossom into new leadership roles.

Abstract

Many school administrators envision increasing their district's leadership capacity by developing teacher leaders to support educational reform. I examined how teachers increase their leadership while participating in a leadership institute. This article describes four patterns of teacher leadership and suggests some best practices for increasing teachers' leadership capacity.

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Many teachers need to rethink their teaching goals and practices to implement best practices (Barth, 2001; Louckes-Horsley, Hewson, Love, & Stiles, 1998). Teacher leaders can support peers to implement reform recommendations by creating learning communities, redirecting conversations around student thinking, and offering professional development. Teacher leadership is a "process by which teachers, individually or collectively, influence their colleagues ... to improve teaching and learning practices ... [to increase] student learning and achievement" (York-Barr & Duke, 2004, p. 287). For me, teachers demonstrate leadership through informal roles (e.g., conversations during lunch) and formal roles (e.g., mentoring or orchestrating professional development). As they assume new roles their influence (leadership capacity) expands. This article describes the activities that led to the increased leadership capacity of seven elementary teachers and suggests a progression of experiences that support the development of teacher leadership.

To meet the immediate demands for educational reform, exceptional teachers are sometimes promoted by school districts into new leadership roles to provide sustained professional development for teachers (Wasley, 1991). Tensions may emerge as the promoted teachers' relationships shift from collegial to supervisory. Eventually, many of them withdraw from their leadership role feeling unsuccessful or overwhelmed due to the demands of additional responsibilities or feelings of isolation. A promising new approach unfolded for developing teacher leaders who can support colleagues implement best practices during a systemic change project (Bryd & McIntyre, 1999). Teacher leaders emerged while engaged in professional development sessions. Surprisingly, the professional developers' early predictions were inaccurate. The researchers did not initially identify these teachers as potential leaders. Thus, waiting to see which teachers assume leadership is a new approach to select teacher leaders. By letting leaders emerge within a project, resources that nurture and support the development of leadership can be used sparingly and directed only toward those who demonstrate commitment to best practices.

To investigate the emergence of teacher leadership, I invited 300 elementary school teachers (K-5) to join a leadership institute after they participated in mathematics professional development for a year. Ten teachers with five or more years of experience volunteered to join the 18-month leadership institute. I assumed the role of an observer-participant and planned institute meetings, observed teachers engage in professional activities, and interviewed both principals and district supervisors. I used a modified ethnographic approach to collect data which were analyzed using constant comparative methods and matrices.

Teacher Leadership Development

The structure of the Mathematics Leadership Institute provided opportunities for teachers both to deepen their understanding of mathematics reform recommendations and to develop their skills, knowledge, and confidence (York-Barr & Duke, 2004) necessary to explain and present best practices to their colleagues. The leadership institute began with a one-week summer workshop held two weeks before the beginning of the school year. Teachers were introduced to new notions of learning and teaching based on cognition, neuron development, and brain-chemistry research. They discussed learning environments that support students' investigations of important mathematical ideas through multiple intelligences, intriguing tasks, and questioning. Teachers examined place value concepts using a case study from Building a System of Tens (Schifter, Bastable, & Russell, 1999), watched a lesson study on levers (Lewis, 2000), and read an example of action research from Young Mathematics at Work (Fosnot & Dolk, 2001). Unanimously, the teachers selected lesson study to investigate student cognition and to serve as a model for designing quality professional development.

Three lesson-study groups formed along grade level bands during the fall (2001) to design activities that exposed students' problem solving approaches; (a) place value (first and second-grade teachers), (b) money (third-grade teachers), and (c) regrouping (fourth-grade teachers). I suspected that these areas were problematic for teachers because they were unaware of how students intuitively made sense of these problems. I assumed that if students' approaches were revealed, then teachers could plan appropriate instruction. Thus, I directed the lesson-study groups to focus teachers' attention on crafting an activity that uncovered misconceptions and identified the point when a problem-solving strategy led students to an erroneous solution. The cognitive demand of tasks (Stein & Smith, 2000) and types of questions asked by teachers (Driscoll, 1999) were used to create problems and hypothetical questions for the activity. The place value and money lesson-study groups designed an activity and critically examine their actions during its enactment. I asked both groups questions about the cognitive demand of the tasks and their questions as they planned the lesson. Two new insights occurred during these interactions. First, I asked the primary teachers if the cognitive demand of the task changed when a teacher wrote an abbreviated form of the task on the board. One teacher exclaimed, "I'm not sure (pause). I think it does. I thought they [students] needed to have the important information summarized, but maybe they don't." Second, I noticed that the third grade teachers focused their attention on how to help a student "get the right answer." I asked, "What was he thinking when he added a dime to 95 cents to arrive at one dollar?" After a pause, one teacher responded, "I don't know. (Pause.) If you don't ask what a student thinks, you'll never know!" A second teacher continued, "You make assumptions that might be wrong." At these points, the primary and intermediate teachers realized that their actions influenced students' opportunities to learn, and this insight changed their conceptions about teaching and learning.

The fourth-grade teachers were very task-oriented individuals and quickly planned their activity. They spent the remaining time selecting activities from the reform mathematics materials and a traditional textbook to define a set of lessons that met the school district's curriculum guide. I encouraged them to analyze the cognitive demand of each activity which they bypassed because, "We have too much to cover and there isn't time [for us to do it all]." Their superficial work provided me an opportunity to examine whether critical reflection is an important characteristic of teacher leaders.

During the spring semester 2002, the focus of the monthly leadership meetings shifted from developing the teachers' own practices to creating quality professional development for colleagues. The participants generated a list of principles to use as a guide for creating high-quality professional development. The teachers planned and presented summer workshops using these group-created guidelines. Following the summer workshops, the participants discussed sensitive issues that successful teacher leaders negotiate. These issues included (a) the engagement of teachers with different personality types and needs for professional development, (b) the processes of change, (c) management of power relationships within a school district, and (d) the school district's commitment for continued support of mathematics reform. I created four case studies to prompt discussion about situations that might be difficult to manage. The teachers analyzed these situations using micropolitics (Blase & Anderson, 1995) and created several action plans. When my participation in the leadership institute ended in January 2003, teachers expressed a need to continue meeting so that "these ideas are kept alive instead of them dropping into oblivion as so often happens." They discussed how to support their colleagues to maintain best practices in light of the district's new emphasis on direct instruction for literacy: "While the focus is on literacy, we can't let our math gains evaporate. We need to keep asking questions of colleagues about math." To maintain support, the teacher leaders decided to continue monthly meetings, rotate the responsibility for organizing these meetings, continue collaborating with each other, and mentor teachers new to the school district.

Teacher Leadership Patterns

Teachers in the leadership institute demonstrated leadership when they extended their professional lives beyond the classroom by influencing the actions of other teachers. The ten teachers identified situations in which they influenced other teachers in their educational community. For example, they shifted lunch conversations to the mathematical thinking of students. They reported that colleagues asked for help to create questions that prompted reflection. Principals described a change in the initially quiet teacher leaders, "I'm surprised at how much she has to say. She shares innovative ideas and asks questions that prompt teachers to think about children's learning during faculty meetings." These informal leadership roles indicated that seven of the ten teachers were interacting with their colleagues in new ways. In addition, these seven teachers assumed new formal leadership roles by creating and presenting sessions for state and national mathematics conferences. The other three teachers continued their previous roles without extending themselves to new opportunities.

The informal and formal leadership roles reported by the teachers and their principals were analyzed using a time-ordered matrix. Cross-case analysis of these roles over the 18-month institute revealed four patterns of teacher leadership. These leadership patterns are characterized as humble, reluctant, overwhelmed, and entrenched.

Humble leaders listen quietly to their colleagues and build professional relationships through respect for others. They are committed to implementing and supporting mathematics reform recommendations, participating in opportunities to develop professionally, perceiving leadership opportunities within their schools, and taking action.

Reluctant leaders establish themselves in low visibility leadership roles. These roles enable the reluctant leader to function independently in positions that are valued by principals. Reluctant leaders are sensitive to the opinions of their peers and positive feedback from them prompts an increase in their leadership capacity.

Overwhelmed leaders assume a number of responsibilities, only to discover that these responsibilities compete for attention and time. These responsibilities include (a) classroom activities, (b) school committee work or extra duties, (c) family obligations and health concerns, (d) school district expectations, (e) community volunteer work, and (f) graduate work. Overwhelmed leaders eventually withdraw from some leadership responsibilities and may resume leadership activities when demands on time are reduced.

Entrenched leaders are confident teachers with considerable knowledge, skill, and experience creating presentations to parents and teachers. While accomplished, their leadership is limited to previous roles and do not accept new challenges.

Model to Describe Teachers' Leadership Capacity

The ten teachers joined the leadership institute with a range of leadership experiences. Two teachers had no prior experience and one teacher was an established writing professional developer. I analyzed the leadership patterns and the new roles while engaged in the leadership institute assumed by the leaders and found that teachers broaden their sphere of influence through a predictable sequence. The teachers' sphere of influence is defined as her or his leadership capacity. A higher number indicates a larger sphere of influence. A leadership capacity of "0" describes teachers who have little or no influence on others. A leadership capacity of "1" indicates teachers who (a) informally share ideas with colleagues, (b) join school or district committees, and (c) coordinate special school events. A leadership capacity of "2" indicates teachers who (a) engage colleagues in conversations about teaching and learning, (b) make mini-presentations at faculty meetings, and (c) plan and present professional development sessions with a partner. The leadership capacity of "3" indicates teachers who (a) independently plan and present professional development workshops, (b) recognize and act on leadership opportunities (establish school study groups), and (c) mentor novice teachers.

In this study, two teachers characterized as humble and reluctant initially described themselves as "quiet listeners" and began with a capacity of 0. At least one teacher from each leadership pattern began with a leadership capacity of 1. As a committee member, they shared ideas but had little influence on the decisions made by the group. One teacher characterized as an entrenched leader began with a leadership capacity of 2. She led reading and writing professional-development sessions. The leadership capacity of "3" emerged from the leadership activities of the two humble leaders.

Critical Components of the Leadership Institute

Two critical components of the leadership institute that supported the expansion of teachers' leadership capacity emerged from the analysis. The two entrenched leaders and one teacher who withdrew from the institute were identified as school leaders by peers and principals but did not expand their sphere of influence as indicated by their actions. Interestingly, the teachers who expanded their leadership capacity were not initially identified as school leaders although these teachers demonstrated a deeper understanding of mathematics content and pedagogy through collaboration in their lesson studies and its analysis. They developed reflection as a tool for growth, gained self-confidence, and explored the change process to support professional development. Analysis of teaching practices, leadership roles, and activities in the leadership institute indicated that growth occurred as teachers gained self-confidence and a new insight about the influence of their actions on student learning.

Teachers increased their self-confidence by planning and leading professional development sessions with colleagues. The structure of a planned presentation was predictable and provided an opportunity for them to use questions to lead a discussion. The seven teachers who expanded their leadership capacity felt "safe" with a colleague who could support them if an unexpected question was posed by one of the participants. This support was identified as an essential experience and led to increased confidence which later enabled them to lead informal discussions about educational reform. After several presentations, the teachers began to construct a new self-concept. For example, a humble leader who began with a leadership capacity of 0 stated, "I joined the institute to learn how to ask better questions. I never dreamed of presenting my ideas to others, scheduling meetings with my principal, or to plan professional development to support mathematics reform. Now I enjoy these activities and can't envision being just a teacher."

The teachers (first through third grade) who fully participated in a lesson study gained a new insight about teaching and learning. The lesson study format provided a mechanism for them to confront assumptions and actions that limited students' opportunities to learn. Their realizations led to deeper understanding of best practices and supported their own professional growth. The teachers identified this growth as critical to becoming a leader: "I can't imagine myself recommending to my colleagues to critically reflect or try new things if I'm not willing to do it myself. I'm sorry that the regrouping lesson study [fourth grade] dissolved. They missed a great opportunity to learn."

Recommendations

This study indicates that teachers who are self-reflective about their teaching practices, passionate about learning, and committed to best practices expand their leadership capacity through professional development. Both the humble and reluctant teachers did not immediately come to mind as strong leaders but they increased their leadership capacity. This indicates that some quiet teachers have the potential to develop their leadership capacity. They may just be waiting for an invitation to assume new roles.

Entrenched teachers are valued leaders who also support educational reform, but they do not necessarily expand their sphere of influence. Unlike the other leaders, the entrenched leaders did not experience a moment of self-realization. Expanding the leadership capacity of these leaders may require different types of professional development. In a related study (Olson, 2004) secondary teachers gained insights that led to deep reflection when I challenged them to explain division of fractions using pictures. Perhaps, the entrenched leaders are similar to the secondary teachers who are confident in knowing mathematics as rules to be followed. Professional development may be needed to help them explore their procedural knowledge in new ways.

Two critical components of leadership development emerged from this study. The first is to create opportunities for teachers to engage in experiences that prompt deep, critical self-reflection. The second is to provide opportunities for teachers to plan and lead structured professional development sessions with a partner. Humble and reluctant leaders needed my presence while making their initial presentations. Gradually they gained the needed self-confidence to plan independently and present reform ideas to colleagues both formally and informally.

The model of leadership capacity may help administrators plan experiences that support teachers as they expand their spheres of influence. Teachers need opportunities to work together, plan, and present strategies that increase student learning. When working alone, teachers are seen as individuals seeking power. But, when teachers work collaboratively, they are accepted as a colleague from whom help can be solicited. As such, teacher leaders, positioned between administration and teachers, can advance educational reform by centering conversations on teaching practices that support higher levels of student learning and achievement probably more readily than administrators or outsiders. In this way, teacher leaders are critical to sustain educational reform and nurturing their development is essential for systemic change.

References

Barth, R. (2001). Learning by heart. San Francisco: Jossey-Bass.

Blase, J., & Anderson, C. (1995). The micropolitics of educational leadership. New York: Cassell.

Bryd, D., & McIntyre, D. (Eds.). (1999). Research on professional development schools. Teacher Education Yearbook VII. Thousand Oaks, CA: Corwin Press.

Driscoll, M. (1999). Fostering algebraic thinking: A guide for teachers grades 6-10. Portsmouth, NH: Heinemann.

Fosnot, C. T., & Dolk, M. (2001). Young mathematicians at work: Constructing number sense, addition, and subtraction. Portsmouth, NH: Heinemann

Lewis, C. (2000). Can you lift 100 kilograms? Oakland, CA: Department of Education, Mills College.

Loucks-Horsley, S., Hewson, P., Love, N., & Stiles, K. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

Olson, J. C. (2004). The transition of a secondary mathematics teacher: From a reform listener to a believer. Unpublished manuscript.

Schifter, D., Bastable, V., & Russell, S. (1999). Building a system of tens. Parsippany, NJ: Dale Seymour.

Stein, M., & Smith, M. (2000). Mathematical tasks as a framework for reflection. Mathematics Teaching in the Middle School, 3, 268-275.

Wasley, P. (1991). Teachers who lead: The rhetoric of reform and the realities of practice. New York: Teachers College Press.

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316.

Jo Clay Olson, University of Colorado at Denver and Health Sciences Center 

Olson, Ph.D., is an assistant professor of mathematics education