Module 6 Assignment

GROWING TEACHER LEADERS
Growing Teacher Leaders in a Professional Learning Climate
Dave Hollatz
EDU 600 University of New England
August 10, 2012
When staff at a school or district is able to implement and combine the best characteristics of Professional Learning Communities at Work ( DuFour, DuFour, and Eaker 2008) and teacher leadership, they will have provided students with an education that as (Searby & Shaddix, 2008) say is effective, challenging and engaging. Before I read the assigned homework for this module, I had a similar view on leadership qualities, such as one other teacher had stated in the article, Growing Teacher Leaders in a Culture of Excellence I have always looked at leadership as something that people had or did not have. I havent ever really thought that leadership is something that can grow in a person (Searby & Shaddix, 2008). I had thought that leadership is a trait, or quality that you either had, or did not have. However, after evaluating the article, I can now say that leadership is not genetic or hardwired, but rather organic. Leadership can grow and develop if you put in the time and energy to make it happen. You can become actively involved at the classroom and school level, as well as, providing critical feedback at meetings that is progressive and meaningful. Otherwise, you will miss out on the fantastic professional development opportunities to strengthen yourself in the classroom and beyond. To assess my current leadership skills, I will follow the format identified by Dr. Charles Mason, in Searby & Shaddix, 2008. First, I will list those leadership characteristics that I feel I am affective at doing: 1. 2. 3. 4. Leaders anticipate current and future tasks. Leaders support and enhance colleagues. Leaders strive to show their skill based knowledge. Leaders make their job meaningful.
Then second, those leadership features that I will actively improve on:
1. 2. 3. 4.
Leaders need to be active and involved in meetings. Leaders portray an outgoing and positive attitude. Leaders ask pertinent and direct questions. Leaders are role models.
I am surprised on the number of my leadership strengths, but equally surprised on the qualities that I need to improve on as well. Overall, for being a relatively new teacher, it looks to be an equal balance of leadership potential that I possess. At our high school, we operate on a dual campus model. In the previous year, the school had one principal and three vice principals that shared their responsibilities across both campuses. The 2011-12 academic year was challenging because of two factors. We had a change in principals and subsequent minor change in vice principals, combined with a teacher strike (teachers are union and principals and vice-principals are non-union). This political rift was stressful on both sides and one consequence was that union staff did not participate in any staff or school growth meetings, nor follow through with much leadership actions. As a result of last year or in prior years, I have not seen anything close to the commitment and direction that Searby & Shaddix write about in The Professional Educator about leadership. I welcome the future opportunity that this type of educational reform becomes a reality at our school. After only spending 6 of a total of 80 weeks in a higher level education program, I have already experienced a remarkable level of practical and useful leadership skills that will make my return to teaching become more meaningful. In module 6 alone, both the journal article and book have indicated areas in which I can improve on, so that this time next year, I have more leadership characteristics in the effective column. I will continue to follow our school purpose statement that says we will help engaging learners in the pursuit of their potential (Salmon Arm Secondary).
References DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities: New insights for improving schools. Bloomington, IN: Solution Tree Press. Salmon Arm Secondary purpose statement. (n.d.). Retrieved August 6, 2012 from http://www.sas.sd83.bc.ca/About SAS Searby, L., & Shaddix, L. (2008). Growing teacher leaders in a culture of excellence . The professional educator, 32(1).

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GROWING TEACHER LEADERS

Growing Teacher Leaders in a Professional Learning Climate

EDU 600 University of New England

August 10, 2012

GROWING TEACHER LEADERS

GROWING TEACHER LEADERS

GROWING TEACHER LEADERS

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