Teacher Leadership by Danielson
How to Stay in the Classroom and Find Leadership Opportunities
Charlotte Danielson's book Teacher Leadership that Strengthens Professional Practice shows teachers how to find leadership opportunities and stay in the classroom.
At the top of the teaching game and somewhat bored...
Professional boredom describes what many older teachers are feeling across America. Taking the next step for these teachers would be an administrative or union position. Many teachers do not choose these routes because they do not wish to leave the classroom. So, what else is there? Charlotte Danielson suggests educators become teacher leaders in her book Teacher Leadership that Strengthens Professional Practice published by Association for Supervision and Curriculum, Alexandria, Virginia (2006).
Scratching the "leadership itch"
Danielson discusses the “leadership itch” that comes from professional restlessness. Teachers want to extend their influence but see themselves first as teachers, not as managers. Being able to collaborate with other teachers and to mobilize them to improve the school and student learning is teacher leadership. Of course, perseverance, risk taking, decisiveness, hard work, tolerance and humility play a roll in the leadership skills that energize teachers and win the support of administrators.
Some school districts have decided that it is a wise investment to keep gifted educators in the classroom by cultivating teacher leadership in the schools. However, if there is no existing framework for teacher leaders, work still can occur. Three levels for teacher leaders to work are in their own departments or teams, across the school or beyond the school. These opportunities for leadership sometime come with a stipend, but more times than not, there is no extra money. Teachers seem to carry more credibility with fellow colleagues when they take on teacher leadership roles without a paid or appointed administrative position.
Areas in which teachers might begin work are to develop student policies, to create or organize programs for students, to engage families or community involvement or to form opportunities for professional development. In addition, teachers may focus on curriculum, student assessment or teaching practices. Danielson gives detailed examples and instructions on how teachers can lead other teachers in these areas.
For teacher leadership to happen
For all of this work to occur, there needs to be special cultural and structural conditions for teacher leaders to flourish. Optimism, expectations of rigor and hard work and risk taking need to be embraced for teachers to be treated as true professionals. The organization of the school for opportunities of collaboration and proposing ideas also needs to be evident. If administrators feel threatened by teacher leaders or if teachers are reluctant to do more than just teach, teacher leadership can be stymied.
Danielson graphically lays out a plan
In conclusion, Danielson includes an action plan template and a school audit to help teacher leaders emerge. This concise read includes charts to highlight the important information and helpful insight to help teachers “itch” their leadership needs. Leadership opportunities may not be paid or appointed, but they can help committed teachers be empowered to be innovators at their schools and beyond.
