Deciding to pursue a master’s in teacher leadership can change the trajectory of an educator’s life in an extremely positive way, because it will help more than just your classroom of students. It’s a most important chance to broaden the impact one has on a district and student learning.

The Responsibilities of a Teacher Leader

Teacher leaders become facilitators in multiple ways. They can change teaching practices through collaboration, become coaches by analyzing appropriate data, and implementing opportunities for driving instruction through assessment synthesis.

Teacher leaders incorporate their desires to solve problems instead of simply complaining about an issue; they pursue their interest in making systemic changes that affect all students and educators; and they take on challenges that appear overwhelming yet can be achieved with patience, motivations, and clear visions and missions.

If one is to be an agent of change in the educational landscape, there are numerous responsibilities for teacher leaders that develop through a master’s pathway. Teacher responsibilities include being an advocate for social justice and change to benefit students.

It requires a strong sense of action research that can be implemented in real-time and in real classroom scenarios. These responsibilities also entail being the champion for these elements. It necessitates being an open-the-door type of leader; it’s not someone who closes up their room and teaches in isolation.

The master’s pathway opens up the world of diversity and focuses on creating equitability among all stakeholders. It will help an educator formulate significant decision-making strategies, highlighting mindful engagement of ideas with colleagues. The reality is that all schools are not equal, which is why teacher leaders are so integral in the re-formation of what education should look like in contemporary society. Teacher leadership also accepts the crises regarding the employment and retention of great quality teachers, hence, the social justice causes for the benefit of students across the nation.

Leadership Capabilities and Competency

Building competency in reflection is one of the cornerstones of education. Understanding not only the type of curriculum implemented in the classroom but the objectives behind those curricular pieces and the assessment for skill development becomes the whole concept behind instructing. The transformation of a teacher into a leader inspires others to help support visions that involve building on those reflections and making a change. It cannot be done alone in one classroom but as a cohesive group of stakeholders who understand how reflection and recognition for change are the driving forces.

One of the most important and difficult aspects of becoming a teacher leader, besides having the passion for change in the current state of education, is comprehending the navigation of transitioning from teaching among peers to supervising them. It can create uncomfortable situations that need to be addressed, providing an opportunity for complete transformation.

Educators are already one step ahead of others because of their compassion and empathy for others. To truly build upon those characteristics and affect a career is to harness those traits and continue to build relationships among peers. Teacher leaders care for their peers, often because they have taught in the trenches with them. The professional relationship is already present. Now the requirement that supports and grows the excellence in their abilities becomes the leaders’ task.

A master’s degree that provides the appropriate approaches will highlight the risks and rewards that open up potential for other educators. It is more than just self-actualization and building one’s resume. The focus is on sharing the passion that one holds and passing it off to others who may not be able to convey it to larger groups. Authentically presenting ideas in a genuine collaborative environment can only improve environments for students and teachers.

Navigating the Step From Peers to Supervision of Peers

So, what does supervising peers look like in this transition? These situations require educational solid principles, knowledge about educational policies, relationships with unions in order to move through the political landscapes, and the ability to present facts, data, and evidence to support your position. And amongst all of that: the key is to show support without criticism, present growth with support, and build upon the existing relationship.

In order to build credibility, a teacher leader must get in the classroom as much as possible. Collecting evidence or lack thereof is imperative in building change toward a stronger, better vision. Knowing what is being instructed and in what ways will help support your ability to share ideas and look for modifications to lessons or adaptations to traditional thinking, which is one of the toughest hurdles.

There will exist some tough conversations with close-mindedness associates and opportunities for creativity with open-minded individuals to share your own positive thoughts about educational change. Conflict resolution certainly mandates the ability to read people and situations, but also share the emotional facets of teaching. Professionals in this field understand how difficult this career is, but most have the desire to continue to make it better.

One must also work through some of the negative components that come with teacher leaders, such as nepotism, being chosen as a “favorite” in your district, and even decisions that might be perceived as negatively affecting students and teachers alike. But research and teacher leader initiatives will help balance those perceptions, as well as data-driven decision-making. All can be overcome when purposeful collaboration occurs inside and outside the classroom.

Becoming a teacher leader brings on both tough challenges and meaningful celebrations. It requires thoughtfulness, patience, listening, empathy, and a great desire to reach for those practices that can change lives. Enrolling in a master’s program for teacher leadership will change not only the lives of the individual but potentially thousands of others in a career.

Only the most highly driven teachers can achieve success in this category. Experience can get one only so far, but with more education, a teacher can elevate to levels beyond desire, if you only take the chance and harness your capabilities.

The Teacher Leader program helps you build skills in organizational change, research, curriculum development, instructional coaching and other leadership competencies needed in elementary, middle and high schools. Check out our available teacher leadership graduate degrees and get started today!

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Teacher leaders are imperative to meeting the needs of students, and school districts can no longer use the top-down approach of leadership and expect schools to be successful: “American students, at every stage of their educational journey, from kindergarten through post-graduate school, need teachers who will lead rather than manage them,” (Stein, 2020).

Teachers have direct knowledge and access to students daily and should naturally be involved in leadership to make the best decisions for students and school communities to ensure academic success. Emerging teacher leader program graduates are the epitome of building solid organizations in schools.

What is a Teacher Leader Graduate Program?

Teacher leader graduate programs prepare educators to make decisions to support students and their colleagues through practitioner inquiry or action-based approaches by learning teacher leader model standard. Components of a teacher leader program can include courses about:

• Data analysis
• Collaboration
• Building trusting relationships
• Understanding culture and diversity
• Instructional coaching
• Mentoring

Teacher leader program courses can also help educators lead through the 21st century with a laser focus on the appropriate use of technology in education. The programs typically require 30-33 credit hours to complete and are centered around ensuring teachers are agents of change. They can contribute to educational organizations focusing on social justice and equity for all students.

Educators who complete teacher leader graduate programs are better equipped to address and respond to social and cultural transformations of education. Teachers must have the capacity to effectively lead through the challenges and problems that can arise daily using solutions-oriented approaches.

What Skills Gained in a Teacher Leader Program?

There are a plethora of skills to gain in teacher leader programs that would benefit school systems. Some courses help teacher leaders become culturally competent and take the initiative when there are problem-based issues in schools. A practical approach to solving problems includes using basic research skills and data analysis steps related to teaching and learning.

Data analysis courses help teacher-leaders use quantitative and qualitative data to adjust instruction, contribute to the culture and climate of schools, and assist with finding best practices to support colleagues and students during decision-making processes. The data can also be used to support student learning, especially with an emphasis on differentiation to reach Tier 1, Tier 2, and Tier 3 students. Teacher leaders are better able to lead professional learning communities, model best teaching practices, and assist with leading change within an organization.

Most importantly, teacher leader programs must also include strategies for teachers to learn how to develop rapport, gain trust, diagnose conditions, and build skills and confidence within their peers (Searby & Shaddix, 2008). Teachers’ soft skills gained from teacher-leader programs are the foundation to continuously supporting educators while improving schools.

In What Ways are Teacher Leader Programs Graduates Versatile?

Teacher leader programs produce graduates who move into other roles:

• Committee leaders
• Instructional coaches
• Specialists
• Mentors
• Administration
• District leaders

However, this isn’t always the case, as many teacher leaders have the initial desire to remain in the classroom to improve outcomes for all students.

Teacher leaders use their skill sets to focus on diversity within school systems, which helps them be an advocate for all students and staff. Teacher leaders are visionary, have strong integrity, and can work in various settings. Also, many teacher leaders may become active in their community as agents of social change. Opportunities are endless for graduates of teacher leader programs.

How to Thrive as a Teacher Leader

Teacher leaders become the voice of peers who may not have the desire or skill set to speak up when change is needed. Therefore, the communication skills of teacher leaders must be impeccable. Participating in public meetings, speaking in forums, and presenting in conferences will help teacher leaders find their voice and contribute to the field of education. Teacher leaders must also use their talents to support the betterment of education for students and colleagues without getting into personal struggles or barriers because of one’s own beliefs.

Using data to drive decision-making ensures that teacher leaders can balance their thoughts, self-efficacy, and policies of the organization without comprising the importance of focusing on student achievement. They must also use compassion and trust when working with others to ensure their focus stays on the transformational change regarding teaching and learning. Understanding the nuances of leadership and human connection can help teacher leaders thrive for the greater good of educating all students.

Promoting teacher leadership is a paradigm shift, and school districts need to ensure effective systems are in place to empower teacher leaders.

Teacher education curriculums of our colleges and universities most often include leadership instruction at the graduate level—implying that leadership is reserved primarily for institutional, organizational leaders. This mindset needs to change if we intend to improve our nation’s educational system and make it more competitive globally (Stein, 2020).

School districts and universities must work together to promote teacher leader graduate programs that produce candidates who are diverse, problem-solvers, compassionate, and critical thinkers. Strengthening teacher leader graduate programs will benefit the educational system, ultimately supporting student success. Educational leaders need to continuously support teacher leaders to ensure a strong leadership foundation for our future.

Explore our available teacher leader graduate programs and enroll today!

References
Bellibas, M., Gumus, S. & Kilinc, A. (2020). Principals supporting teacher leadership: the effects of learning-centred leadership on teacher leadership practices with the mediating role of teacher agency.

Katzenmyer, M. & Moller, G. (2001). Awakening the sleeping giant-Helping teachers develop as leaders. Corwin Press.  Searby, L. & Shaddix, L. (2008). Growing teacher leaders in a culture of excellence. Academic  Journal, 32(1), 35-43.

Stein, L. (2020). Teacher leadership: The missing factor in America’s classrooms.

The post The Versatility of Emerging Teacher Leader Program Graduates appeared first on Graduate Programs for Educators.

The phrase “Teacher Leader” comes in many shapes, sizes, job classifications, and years of experience. Teacher leaders are teachers that show a strong work ethic, a love for children, and most of all, a propensity to evolve and learn.

Many people think of teacher leaders as people that are destined for the front office. People that have spent a lot of time in classrooms. People that the administration taps for special duties or responsibilities. All or these may be true for teacher leaders, but a teacher leader in a school has many possibilities.

Teacher leaders delve into the latest research. We, as educators, must never stop our mission to continually evolve and provide the best content and pedagogy for our students. Teacher leaders constantly seek out expertise from other leaders inside and outside the school in order to keep their delivery sharp and on point. Remember, steel sharpens steel. Who do you surround yourself with day in and day out?

Teacher leaders are people that inspire not only their students, but the other adults in a school community. Teacher leaders are constantly tweaking lessons even during a school day in order to ensure that they have given their best effort for every student that steps foot in their classroom. Teacher leaders see a problem and work tirelessly with others to devise solutions. Teacher leaders are people that others trust. Adults in a school want to know that there are others they can count on when difficult days take place. Be that adult for them.

How to Become a Teacher Leader in Your School

Some teachers tell themselves, “I will just do the best job I can and hopefully someone will notice.” That may actually happen in some instances, but the best bet is to invite stakeholders into your classroom to see what you are doing and be humble enough to seek and/or receive feedback. Being a teacher leader does not mean that you have everything figured out. Getting high test scores alone does not necessarily tab you as a teacher leader.

Most of the people that I have encountered that I truly believe have the best teacher leadership are ones who constantly come to me or another administrator with a new professional development idea or technique they want to try. That last point can be tricky. I have witnessed teachers that are trying so many new things that students never have a grasp of what is going on in class. Be sure to find strategies that are research-based and tweak a few things until you find the right technique. This shows perseverance instead of the habit of quitting on something and moving on when you hit a bump in the road.

Another way to develop into a teacher leader is to put yourself out there. Make sure that when a leadership opportunity comes along, you note your interest. If there is an opportunity to showcase a technique in a faculty meeting or a vacancy becomes open as a grade or subject area leader, express your interest in the position. Your work after that will speak for itself.

Many teachers say they are more comfortable leading a group of students as opposed to their peers, but in order to move the needle on the macro level in your new school, you must be willing to put in time with and in front of your colleagues. Keep in touch with your alma mater and seek out courses that will push you out of your comfort zone in order to continually improve your craft. Ask your former professors to visit your classroom and give input on your lessons.

How to Thrive as a Teacher Leader

How do we thrive as teacher leaders? It is often a tall task to try to keep things fresh and innovative in your classroom while also serving as a teacher leader in your school. Do not be afraid to ask for help from administration or others when you encounter a problem.

Many teachers in your building who see you as a teacher leader may think that you have it all figured out. For example, if you bring a group together to problem solve gap group proficiency, you are acting as a leader, but more importantly, you show those around you that we all need help and we can do much more together than alone.

Leaders unite people around a common cause; leaders do not shut people out for fear of looking weak. The hardest thing to do sometimes is to say to someone, “I don’t know.” It is your action after that statement that makes a difference. Do you throw your hands up in frustration, or do you roll up your sleeves and get to work?

Also please remember that teacher leaders are often tapped by administration for a variety of jobs and tasks. If you are not careful, you may end up overextending yourself. Some people feel like they cannot tell their administrators “no” when asked to lead an endeavor, but I am here to tell you that it is perfectly fine. If you agree to everything asked of you, you will end up burning out. It does not do you or your future students any good if you are looking for a new profession after five years in the classroom.

Along the same lines, find a hobby or interest that has nothing to do with being a teacher. You simply must find an identity outside your classroom. This is essential to finding work-life balance, which ultimately will make you a better teacher leader.

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