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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It takes so much to run a school. By default, administrators and local school leadership are the face of success and failures. But, when successful schools succeed, it’s not only because of the principal, it’s also majorly because of the teachers and teacher leaders committed to student success.

I chose to pursue a teacher leadership degree because, after years of serving on various committees and leadership teams, I wanted to truly hone in on the craft of leadership. Not really having a desire to fall into educational leadership, I was so pleased to learn that a degree in teacher leadership would help me build my capacity. In my state, I would also be eligible for a pay increase once obtaining certification. As I already had earned a master’s degree, adding the terminal Ed.S. felt like the perfect next step.

Once my program began, I knew I had made the best choice. Having recently moved out of the classroom and into instructional coaching, I could immediately apply what I was learning into my day-to-day work activities. I had spent 15-plus years learning how to work with students. This was the first time I had focused on working with adult learners in my career. I learned so much about managing the adult learning curve, guiding seasoned teachers into change, and empowering novice teachers towards success.

I learned a lot about data, compliance, and emotional intelligence. I also learned that I already had so many skills that aided my growth and career advancement with minor leadership opportunities. However, the classes I traversed and the coursework I tackled really challenged me to think differently and with a different focus.

How My Teacher Leadership Degree Helped My Career

I was able to move from the classroom and into an instructional coaching position with my teaching leadership degree. I was in the first year of coursework when I interviewed, and I can remember answering questions confidently because of newly gained information and experiences from my lessons. I was fortunate enough to pick up classes before the pandemic, so some of our classes met face-to-face. I was in a cohort, so I traveled with the same adult learners for the duration of the program. When we met face-to-face, we were able to really dig into our learning.

We practiced scenarios, managed nuances like body language, and were able to spread out tangible artifacts and break them down in real-time. This prepared me for how to approach and initiate difficult conversations. It also allowed me to consider how to others might react to my own facial expressions and body language. Those experiences were invaluable. Moving into the pandemic as new coach, I am so glad I had a chance to practice those skills in my teacher leadership courses.

Self-Advocate

My teacher leadership degree also helped me learned how to self-advocate for myself. During my program, I went through several personal struggles. Truthfully, with one class to go, I almost didn’t make it. However, the same skills I was challenging my staff to use, I needed to apply to myself. I reached out to my professor and plainly explained what I was going through, sought the medical attention that I needed, solicited support from my local support system, and was able to buy myself a little more time.

Instead of finishing in May with my classmates, I finished my graduate degree in June. That experience with almost failing humbled me. It also empowered me to have empathy for those that are struggling. I also learned to have even more empathy for those that are struggling, but don’t know how to ask for help. I learned how to truly be a teacher advocate, not just in front of teachers and administrators, but also behind closed doors when the world is slowly crashing down.

What I Learned Through a Teacher Leadership Degree that I Still Use

I don’t know if there is anything from my teacher leadership degree that I don’t still use. I took classes like Educational Law, Building Collaborative Teams, and Using Data to Improve Schools. I have recently transitioned from my coaching position, back into the classroom to work with students with special needs. All of the information and the skills I learned have significantly impacted my communication and efficacy.

I’m able to:

• Gently tell colleagues when I notice an inequity
• Guide meetings and ensure that they stay focused and resolve conflicts
• Make space for parents to vent without being offended and then find common ground to aid their children in finding success
• Solicit outside resources when needed in order to support my students

Network of Professional Colleagues

The most important thing I’ve gained is a network of professional colleagues I can lean on whenever I need a thought partner. The power of collaboration is a skill that teachers can often overlook because we all want to be excellent, creative, and efficient.

Collaboration in Education

My teacher leadership degree has shown me how much and how imperative it is that education is treated as a collaborative effort. A huge interweaving team of individuals who all strive to ensure student success. As a teacher leader, I don’t have to make decisions in isolation like administrators. I’m not responsible for evaluations, discipline, or making final decisions for school-wide improvements. As a teacher leader I’m not always the face of success, but I get to celebrate all the little wins along the way.

Interested in teacher leadership and advancing your career? Explore our available teacher leader graduate programs and enroll today!

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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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What is Teacher Leadership?

Teacher leadership is exactly what it sounds like. It is individuals in a building who are seeking opportunities to intentionally and officially expand their practice. It opens doors that lead to creative challenges, common mistakes, and novice practices. Good programs expand teacher’s minds out of their own classroom, content, and even level to consider big picture solutions for issues.

For instance, have you ever considered the emotional intelligence of your colleagues, yourself, or the leadership in your building? Do you even know what it is? Learning about emotional intelligence (basically this is the ability to “read the room” and determine how others feel to gauge how to move a meeting) was something that impacted my practices immediately.

I shared the information with my hall mates and content area. We all took a DISC personality tests, took a deep dive into how our personalities affected our personal practices, and ultimately learned to be better, more considerate, and more deliberate colleagues in all future interactions. What a difference it made for my department. We kept the results of the personality test up in our workroom and regularly referred to those results during difficult conversations or during times when we had to have challenging data talks.

During my leadership program, I was able to network with colleagues from different counties, subject areas, and every single level of every single level. We had a really diverse group and it was always a beautiful moment when the honors secondary education teacher was able to learn something from the elementary school special education teacher.

This sort of experience is pivotal because we all chose to teach what we chose for a reason. It is often difficult to consider the experiences of others, but as a leader, that is exactly what needs to happen. Being solution-oriented is something else that these programs expose you to. One of the best classes is Educational Law. During the time spent in that course we analyzed several court cases where we had to consider the best outcome, regardless of how we felt. We had to consider who was at risk, what would best protect the students, who did what, and if there was already a precedent for that incident.

There were some heavy discussions during educational law where my cohort colleagues had an opportunity to share about experiences that had happened to them. We listened, talked about the ethics behind the situations, and shared our feelings. We learned a lot during that time. We let a little vulnerability in to our safe space and were able to really dig deep, generate plausible solutions for future issues, and got to really practice our active listening skills.

That is really the essence of leadership: learning. Teacher leadership programs help future leaders focus on actively listening to colleagues in order to find the best solution, offer the appropriate response, or even sit silent when it is necessary.

Reasons to Get a Master’s Degree in Teacher Leadership

A primary reason to get a master’s in teacher leadership is growth. There’s something about learning while working with other learners that activates a part of our brains that may have been stagnant since undergrad. During the time I matriculated through my program I was more creative than I had been in years. I was able to apply many of the skills I was learning to my classroom and building experiences immediately.

Further, because of the knowledge I was gaining, I was confident enough to apply for an advanced position in my building that moved me out of the classroom. If it had not been for the information I gained during my program, I would not have been able to answer questions during my interview with the confidence and genuine expert knowledge that I was able to provide. Personality can only take a person so far; a degree in teacher leadership carries legitimate clout that indicates a person is not only a master at their craft, but they are also a master learner, willing to lead while continuing to learn and grow.

In school buildings, teacher leadership capacities can range from being a department chair to an instructional coach. A teacher leader can be tasked with monitoring a few teachers in an instructional group or PLC, or maybe the lead of an entire grade level or subject. In other instances teacher leaders may be in charge of school-wide professional development or the monitoring of new teachers in the building.

Regardless of the capacity the teacher leader serves, a program will encourage them to lead with empathy, be assertive in difficult situations, but most importantly be an active agent for change. If you are already serving in a leadership capacity, why not make it official and become a certified teacher leader?

Other Benefits of a Degree in Teacher Leadership

Let’s begin with the most obvious: in most cases, it allows for a pay raise. We all know we don’t get paid quite enough for what we do. The pandemic has made that painfully obvious. However, many states will still allow teachers to get pay raises for teacher leadership degrees even if they remain in the classroom. Teacher leadership degrees allow you to have credentials that show you have expanded your practice and you are ready and willing to share that knowledge with others.

Getting certified in teacher leadership has really changed my life. I’ve been able to move out of the classroom and provide service to my colleagues. I’ve been able to attend so many workshops where I’ve learned about everything from childhood trauma to how to increase writing practices across the curriculum. I’ve been able to take that knowledge and share it with those who need it, and I’ve also been able to artfully share it with those who didn’t even know they needed it too.

I’ve been able to see the world a little different because all I learned through my teacher leadership program and would highly encourage anyone to take the chance and grow. Education needs strong teacher leaders and strong advocates for education, and a master’s in teacher leadership would put you well on your way.

*Updated December 2020

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