CHAPTER NO 2: TEACHERS ROLE

2.1: TEACHER

AS A

IN

CONDUCTIVE LEARNING ENVIRONMENT

FACILITATOR:

Teachers, especially new teachers, so desperately want their students to learn that they often end up
doing most of the work. The truth is we must see ourselves as facilitators of learning who possess
knowledge, not as the keepers of knowledge. We must provide students with opportunities to be in
charge of their learning, discover new ideas, gain insight, and make connections. How do we
accomplish this task? During my time as a classroom teacher, I found the following tips helpful.
1. PLAN AHEAD AND THINK ABOUT THE NEEDS OF YOUR STUDENTS: - We know students have various strengths
and challenges. We gather this information by collecting informal and formal data to inform our
instruction. As we plan ahead, we must consider how to use their strengths to address their
challenges. For example, students who dont seem to be interested in reading often require
material that focuses on their interests.
2. MODEL WHAT YOU WANT STUDENTS TO DO: - Before we can hold students accountable, we must provide
explicit instruction using I do, we do and you do model. Model for student with one focus in
mind. Give them the necessary guided practice until they are able to navigate their way
independently.
3. MONITOR THE AMOUNT OF TALKING YOU DO: - Students need time to articulate their thoughts.
Therefore, it is important that we provide directions and then give students time to work
through them. They may work through them by writing, talking, or creating a product.
4. GIVE STUDENT OPPORTUNITIES TO TAKE RESPONSIBILITY FOR MAINTAINING THEIR CLASSROOM: - Establishing
routines that help students maintain their classroom is essential to creating a learning
community. Many teachers spend a great deal of time staying after school or coming in early to
clean up after students. But with routines and time they can maintain an organized, learning
environment.
5. TEACH STUDENTS HOW TO USE CLASSROOM MATERIALS: - Students should know how to use materials that
will facilitate their learning. Tape recorders, overhead projectors, and dry erase boards are all
typical items that students have in their classrooms, and students benefit from knowing how to
use and return them to their proper place.
6. IMPLEMENT A WORKSTATION MANAGEMENT BOARD: - Management boards are very effective in helping
students know where they are supposed to be when the teacher is working with a small group
of students. It gives students an opportunity to work independently and manage their learning
experience.
7. TEACH STUDENTS TO ASK QUESTIONS TO ACQUIRE INFORMATION: - Students spend a great deal of time
answering questions. They need more time creating questions and discussing answers with
their peers. Ask three before me is a great routine to implement to get students to move
toward greater independence. It requires students to speak to or try three strategies to solve a
problem before coming to the teacher.
If we are to move students toward independence, we must take the position of coach and facilitator,
helping students use what they know to learn what they need to know. We must give them
opportunities for meaningful conversations that support their thinking, hold them accountable for
their learning, and be thoughtful with our questions.
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2.2: TEACHER

AS A

GUIDE / COUNSELOR:

Taking the responsibility for a relationship role in teaching gives teacher as counselor. The historic
nature of this role can be traced at least as far back as Socrates. Repeatedly in the writings of Plato we
see Socrates involved in assisting his students and followers in a counseling posture.
The teacher as counselor is a powerful role. It has been difficult for many teachers to assume because:
There is little training given in the subject many teachers feel that subject matter and cognitive learning
is the total focus of educators. Some teachers feel a sense of mystification about counseling; the role
suggests a deeper commitment than many teachers have wanted. Counseling is a profession and some
schools believe they fill the need by filling the role with trained personnel. Receiving counseling has a
negative history in our society rather than a portrayal of wholeness and wellness. So many community
members devalue it as a role, some teachers feel put upon already and resent additional responsibility.
The role is considered to be an adjunct; something to be done last if there is time. The philosophy in
American Education has developed focus on subject and limited any infringement on that sole
pursuit time for meaningful interaction is limited privacy is frequently desirable and not available in
most school settings.
GENERAL STEPS IN HELPING A STUDENT
The focus: to provide a safe, secure and nurturing climate in which the child can grow as a healthy,
whole individual
1.
2.
3.
4.
5.
6.
7.
8.
9.

Recognize the students need for intervention and build rapport

Provide an appropriate time to truly listen to the child
Help the person identify and clarify the problem
Illuminate options and alternatives for problem solving
Help create goals to facilitate improvement or change
Encourage the student to succeed
Enhance childs perspectives, well being through educating about the problem
Refer to others if in depth skills are needed
Keep the students confidence sacrosanct unless abuse is involved or it is believed that the
student might hurt self or others
10. Listen to the inner messages that come through interaction with the child
COUNSELING A DISRUPTIVE STUDENT
Choose one student for concentrated attention
1. Analyze what has been tried that did not work
2. Form a personal relationship with the student and encourage and show concern
IF the inappropriate behaviors continue
3. Ask the student to describe what s/he is doing (self analysis of behavior).
If the student does so accurately, the teacher asks the student to change the behavior
4. Have a short conference with the student and explore behavior problems:
a. student is to describe problem
b. state what rule the behaivours break
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c. student tells what could be done in the place of the

The conference should be kept warm, supportive and definite in tone

disruption

5. Call another conference, this time setting up a contract for change in writing
6. Isolate the student in a time-out procedure which is to be used to revise the plan and work on
ways to regain self control
7. In school suspension
8. Call parents asking them to remove the child for the remainder of the day
9. Removal from school and referral to an appropriate setting (1977).
ARE TEACHERS QUALIFIED TO PROVIDE COUNSELING?

Although they may lack the professional training of counselors, school teachers have a long tradition of
helping students with personal problems. They also interact with the students daily, and thus are in an
excellent position to provide personal direction. In fact, effective teachers share many of the same
traits as effective counselors: ability to empathize with students, patience and flexibility, excellent
interpersonal skills, openness to new ideas, and awareness of individual differences.
Good teachers also habitually promote and sustain positive group interaction in their classes, and
develop a helping relationship with both students and parents. In all these ways, the teacher's role is
closely allied to that of the counselor.

2.3: TEACHER

AS A

LEADER:

Why Teacher Leadership?

The notion of teacher leadership is not new, but recently it has been transformed. In the past, teacher
leadership roles have been limited in scope and established at the prerogative of school administrators.
Teachers have long served as team leaders, department chairs, association leaders and curriculum
developers. In these roles teachers have often served as "representatives" rather than "leaders" who
enact change (Livingston, 1992). In addition, leadership roles for teachers have traditionally lacked
flexibility and required a lengthy, ongoing commitment of time and energy. Often the decision to take
on leadership tasks has been accompanied by a decision to get out of teaching and into administration.
Recently, reports on the status of teacher education have issued strong and compelling pleas for
dramatically different roles for teachers and increased professional development (Carnegie, 1986;
Holmes 1986). While recognizing the centrality of teaching, the reports emphasize the need for
teachers to extend their sphere of influence beyond the classroom and into schoolwide leadership
activities.
Advocacy for teacher professionalism and expanded leadership roles is based on the understanding
that teachers, because they have daily contacts with learners, are in the best position to make critical
decisions about curriculum and instruction. Moreover, they are better able to implement changes in a
comprehensive and continuous manner (Howey, 1988; Livingston, 1992). The movement to expand
teacher roles is also motivated by an ongoing need to attract and retain qualified teachers.
What is Teacher Leadership?
Teachers typically define career satisfaction in terms of their ability to be of service to others and make
a difference in the lives of their students (McLaughlin & Lee, 1988). Similarly, the leadership
considerations of teachers are grounded in their desire to improve the quality of teaching and learning
for all students. Studies have shown that teachers do not subscribe to traditional definitions of
leadership as "higher" or "superior" positions within the organizational hierarchy (Devaney, 1987).
Instead, teachers view leadership as a collaborative effort, a "banding together" with other teachers to
promote professional development and growth and the improvement of educational services (Troen&
Boles, 1992).
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Today, leadership roles have begun to emerge and promise real opportunities for teachers to impact
educational change-without necessarily leaving the classroom. Teachers are now serving as research
colleagues, working as advisor-mentors to new teachers, and facilitating professional development
activities as master teachers. Teachers also act as members of school-based leadership teams,
instructional support teams and leaders of change efforts (Livingston, 1992). In addition, teachers are
forging a number of new and unique leadership roles through their own initiative by developing and
implementing programs they personally believe will result in positive change.
TEN ROLES FOR TEACHER LEADERS
Teacher leaders assume a wide range of roles to support school and student success. Whether these
roles are assigned formally or shared informally, they build the entire school's capacity to improve.
Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers.
So what are some of the leadership options available to teachers? The following 10 roles are a
sampling of the many ways teachers can contribute to their schools' success.
1. Resource Provider: Teachers help their colleagues by sharing instructional resources. These might include Web sites,
instructional materials, readings, or other resources to use with students. They might also share such
professional resources as articles, books, lesson or unit plans, and assessment tools.
2. Instructional Specialist: An instructional specialist helps colleagues implement effective teaching strategies. This help might
include ideas for differentiating instruction or planning lessons in partnership with fellow teachers.
Instructional specialists might study research-based classroom strategies; explore which instructional
methodologies are appropriate for the school; and share findings with colleagues.
3. Curriculum Specialist: Understanding content standards, how various components of the curriculum link together, and how
to use the curriculum in planning instruction and assessment is essential to ensuring consistent
curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on
standards, follow the adopted curriculum, use common pacing charts, and develop shared
assessments.
4. Classroom Supporter: Classroom supporters work inside classrooms to help teachers implement new ideas, often by
demonstrating a lesson, co teaching, or observing and giving feedback. Blas and Blas (2006) found
that consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and
capacity to successfully solve teaching and learning problems) as they reflected on practice and grew
together, and it also encouraged a bias for action (improvement through collaboration) on the part of
teachers.
5. Learning Facilitator: Facilitating professional learning opportunities among staff members is another role for teacher
leaders. When teachers learn with and from one another, they can focus on what most directly
improves student learning. Their professional learning becomes more relevant, focused on teachers'
classroom work, and aligned to fill gaps in student learning. Such communities of learning can break
the norms of isolation present in many schools.
6. Mentor: Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role
models; acclimate new teachers to a new school; and advise new teachers about instruction,
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curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise
and makes a significant contribution to the development of a new professional.
7. School Leader: Being a school leader means serving on a committee, such as a school improvement team; acting as a
grade-level or department chair; supporting school initiatives; or representing the school on
community or district task forces or committees. A school leader shares the vision of the school, aligns
his or her professional goals with those of the school and district, and shares responsibility for the
success of the school as a whole.
8. Data Coach: Although teachers have access to a great deal of data, they do not often use that data to drive
classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and
using this information to strengthen instruction.
9. Catalyst for Change: Teacher leaders can also be catalysts for change, visionaries who are never content with the status
quo but rather always looking for a better way. Teachers who take on the catalyst role feel secure in
their own work and have a strong commitment to continual improvement. They pose questions to
generate analysis of student learning.
10. Learner: Among the most important roles teacher leaders assume is that of learner. Learners model continual
improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.
ROLES FOR ALL
Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are
formal with designated responsibilities. Other more informal roles emerge as teachers interact with
their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and
interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools,
improve student learning, and influence practice among their peers.
WHAT WE KNOW ABOUT THE WORK LIVES OF TEACHER LEADERS
In spite of the fact that roles continue to expand, little is known about the teachers who take on
leadership roles and their experiences. Researchers are only beginning to understand the complexities
involved in creating and implementing leadership positions for teachers. Several recent studies have
attempted to document the lives of teachers as they confront the challenges of leadership. These have
shown that while lead teachers typically find their new roles and responsibilities enormously
rewarding, they also encounter a variety of constraints and tensions.
WHAT DO TEACHER LEADERS DO?
In one of the most extensive studies on the work of teacher leaders, Lieberman, Saxl, and Miles (1988)
focused on what teachers actually did when they assumed leadership positions designed to provide
assistance to other teachers. The authors found that the work of lead teachers was varied and largely
specific to the individual context of the school. In order to be effective with their colleagues, lead
teachers found it necessary to learn a variety of leadership skills while on the job. Those skills included:

Building trust and developing rapport

Diagnosing organizational conditions
Dealing with processes
Managing the work
Building skills and confidence in others
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The authors concluded that restructuring school communities to incorporate leadership positions for
teachers will require teacher leaders to take certain actions. These include: placing a nonjudgmental
value on providing assistance, modeling collegiality as a mode of work, enhancing teachers' selfesteem, using different approaches to assistance, making provisions for continuous learning and
support for teachers at the school site and encouraging others to provide leadership to their peers.
PERSONAL GAINS: Studies have shown that leadership positions can yield significant personal benefits to those involved.
Intellectual and professional growth and decreased isolation are personal gains teachers reported in their new
leadership roles.

INTELLECTUAL AND PROFESSIONAL GROWTH: Teachers report that their knowledge and skills in teaching increased dramatically as a result of their
involvement in leadership positions. New skills and knowledge also lead to increased confidence among lead
teachers and a stronger commitment to teaching. Professional growth was more often the result of
collaboration with peers than activities separated from the normal school routine. Growth occurred as lead
teachers observed and assisted other teachers, worked with administrators, and were exposed to new concepts
and ideas.

DECREASED ISOLATION: Teacher leaders report a significant decrease in isolation as a result of opportunities to work with others outside
of the classroom. Studies have found, however, that in most instances isolation only decreased for those
involved in leadership positions and had little bearing on the isolation felt by the larger teaching force. Other
studies have shown that under certain conditions lead teachers are successful in facilitating cooperation and
collegiality more broadly among faculty members, thereby decreasing the isolation many teachers experience.

CONFRONTING OBSTACLES: While leadership roles can provide important benefits they have also proven to be highly problematic. Studies
have shown that lead teachers confront a number of constraints as they learn to negotiate new roles and
relationships.

ROLE DEFINITIONS: Studies suggest that problems often result when teacher leadership roles are not well defined. When
responsibilities involved with leadership are not well delineated confusion results and tensions mount, not only
for lead teachers but also for those who work with them. At the same time, however, researchers point to the
need for lead teachers to participate in the definition and creation of their new roles. Teacher leaders who are
given the opportunity to create and shape their own roles receive more support and experience greater success
than those who are less willing and able to take initiative.

TIME: Teacher leaders report that time constraints significantly limit their ability to succeed in the dual roles of both
teacher and leader. With additional responsibilities and little extra time, teachers are often forced to make
sacrifices that compromise their ability to be effective in both roles.

SCHOOL CULTURE: A lack of support and encouragement from school administrators and teaching colleagues often poses the
biggest obstacles for teacher leaders. Lead teachers found that school norms of privacy and isolation made it
difficult to foster collegiality and promote the sharing of ideas. Teacher leaders were repeatedly confronted by
the "egalitarian nature of teaching" and had to work hard to gain acceptance and respect. The selection of lead
teachers by the administration, which violated the "equal status" of teachers, often exacerbated the problems
and bred resentment and hostility toward teachers in leadership positions.

CONDITIONS NECESSARY FOR LEADERSHIP

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A variety of conditions are necessary to support and sustain teachers in leadership positions.
a. Vision
It is important that teacher leadership roles be part of an overall vision and set of values that accepts
and expects teachers to participate in leadership. When new roles are unrelated to a broad vision of
teacher participation, leadership positions do not receive the systemic support necessary for success
and change. At Dumas Public Schools, administrators at all levels encouraged, even expected, teachers
to provide leadership.
b. Structure
Teachers need structure for their work. Although the structure will vary according to the school and
community context, it must bring legitimacy to the new role and facilitate the understanding that
knowledgeable and well-respected teachers can provide leadership. At Dumas, committees of teachers
are regularly formed and provide a structure to elect leaders and investigate options for school
improvement.
c. Time
Time to experiment, reflect and create is essential for teachers. They need time to talk to other
teachers, develop materials, deal with conflicts and build collegial relationships. At Dumas, an extra
conference or planning period was added to provide time for reflection and communication.
d. Skills
There are skills and abilities, which can be labeled and learned, that make leadership more effective.
Teachers need access to information and training. At Dumas, Appleberry utilized the following set of
leadership skills in her role as teacher leader:

Promoting a clear vision

Taking initiative
Persevering in the face of obstacles
Analyzing and making program adjustments/improvements
Building support with parents and community
Building a team spirit among the faculty
Providing support and encouragement for other teachers
Facilitating communication and reflection among the faculty
Celebrating and recognizing program successes
Using alternative strategies such as a summer program to build skills
Exercising patience