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Recommendation Two:
Create opportunities, both formal and informal, for teachers to influence design, create, and implement school and district policies and procedures.
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Role Group Strategies
Community
Engage with schools by serving on school and district committees and by advocating for teachers to serve in leadership positions in their schools. Affirm your belief in the role of the teacher as expert in teaching and learning.
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Eastover Central Elementary School, Cumberland, NC
The Real D.E.A.L. Schools
http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf
Eastover Central Elementary School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. To improve student achievement, a high quality team of parents, partners, teachers and central service staff are empowered to make key decisions in curriculum and programs.
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The Exponential Results of Linking School Improvement and Community Development: Collaborative Strategies for Revitalizing Rural Schools and Communities
Southwest Educational Development Laboratory (2000)
http://www.sedl.org/prep/benefits2/issue5/
This issue of their Benefits newsletter outlines eight basic steps for getting a collaborative group going. The rationale for each step is provided, along with suggested actions that school leaders can take to ensure success. While intended primarily for rural schools, the suggestions and examples are of value to anyone interested in taking practical steps to strengthen school-community partnerships.
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Helping Every Student Succeed: Schools and Communities Working Together
Study Circles Resources Center (2002).
http://www.studycircles.org/pdf/studentachievement.pdf
This tool explains how study circles engage community members in school improvement efforts and provides the discussion materials necessary for a series of four study groups. Group discussions begin with consideration of what each participant considers a “good education” and progresses to deciding upon specific actions for change.
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Leadership Matters: Building Leadership Capacity
Barkley, S., Bottoms, G., Feagin, C.H., and Clark, S. (2001).
http://www.sreb.org/main/Leadership/pubs/01V18_LeadershipMatters.pdf
This guide outlines practical strategies for building leadership capacity in schools that pertain to administrators, teachers, students, parents, and the community. It also includes a description of the importance of establishing a shared vision and a checklist that can be used to evaluate the supports that a school has in place to encourage risk-taking by teachers and administrators.
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Redefining the Teacher as Leader
Usdan, M., McCloud, B., and Podmostko, M. (2001). Institute for Educational Leadership.
http://www.iel.org/programs/21st/reports/teachlearn.pdf
This report examines the potential power in enabling and encouraging teacher leadership. It discusses roadblocks to teacher leadership, shares promising practices from districts around the country, and provides a list of “Suggested Questions” that communities can use to start discussions related to teacher leadership within their districts.
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To Teach, To Lead, To Transform
Threshold (Summer 2005) Cable in the Classroom
http://tinyurl.com/aohc3
This article considers the role of the teacher leader in the future of school reform. The authors describe the type of roles teacher leaders take on within a school, discuss the necessity of including teacher leadership in teacher preparation programs, and give a variety of answers to the question “What makes a teacher leader?”
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