Growing Teacher as Leader

Caryn Snow
EDU 600
February 10, 2014

Linda Searbys and Lisa Shaddixs article (2006), discusses the importance of
creating teacher leaders within a school community. Teacher leaders should
exhibit a desire to continue learning, ability to work with others, and the ability to
adapt or try new techniques (Searby & Shaddix, 2008). Searbys and Shaddixs
article (2006), focuses on one school in particular and their success in training
teacher leaders. These individuals participated in a training program that focused
on their self-awareness, team building activities, and personal reflection that
helped them see how cooperation and teamwork could help them handle various
situations (Searby & Shaddix, 2008).
I think Searby and Shaddixs article (2006), was successful because it
supported the growth of a Professional Learning Community as defined in
Revisiting Professional Learning Communities at Work (Dufour, Dufour & Eaker,
2008). The article explained how a successful teacher leader continuously
invested in their learning to help create success for the students, and was an
active member of their school community by collaborating with their colleagues
(Searby & Shaddix, 2008; Dufour, Dufour & Eaker, 2008).
Based on the discussion in this article, I think my leadership skills are
developing. I am willing to take risks and continue my learning (as displayed by
continuing my education online), and I am beginning to ask the question Does
this align with our values and beliefs as a school (Searby & Shaddix, 2008). I still
struggle with asking the right, tough questions, for fear of being seen as being
difficult, and I do not believe I am confident enough in my abilities to mentor and
one or lead meetings (Searby & Shaddix, 2008). I Searby and Shaddix

characterize leaders as being effective, challenging, and engaging and I do

believe I am all three of those things.
I believe that I am more of a leader beyond the school, than within the school. I
currently lead an all womens running group. I believe I am able to take on
leadership beyond the school because I am confident in my ability as a runner.
Over time I will improve my leadership skills to become a stronger leader within
the school. I think I need to build my confidence and perhaps begin taking more
responsibility

by

joining

committees

and

continuing

my

professional

development, and then mentor newer or less experienced teachers (Searby&

Shaddix, 2008). . As my confidence grows in myself, I will then be able to share
more of my learning, and perhaps take on more leadership roles.
The leadership climate at my school is in the process of being developed. We
have teacher mentors in place, we collaborate with one another weekly, and are
encouraged to lead variety of committees and teams. However, the principal still
makes the ultimate decisions, and often the committees and teams do not last
long than a year or two. When someone does ask the tough questions or ask
questions about our values or purpose, we are often told that they hear us, but
there is nothing they can do because of higher powers (superintendent) (Searby
& Shaddix, 2008). This often leaves teachers feeling powerless.
To improve leadership in our school, I believe we need to come together more
as a faculty. We need more opportunities to lead and show our professionalism
outside the classroom, and be given more responsibility to take on leadership
roles.

References:
Dufour, R., Dufour, R., & Eaker, R. (2008).
Revisiting professional learning communities at work.
(2nd ed., pp. 13-197). Bloomington, IN: Solution Tree.
Searby, L., & Shaddix, L. (2008). Growing teacher leaders in a culture
of excellence. The Professional Educator, 32(1),