Teacher  Leadership  Final  Essay  
 
 
 
ECI  508  
Teachers  as  Leaders  
North  Carolina  State  University  
 
 
 
Ying  Dai  
April  21,  2016  
 
 
 
 
 
 
 
 
 
 
 LEAD  and  SERVE  

When   you   read   the   syllabus   of   each   course,   you   must   notice   that   the   conceptual  

framework   LEAD   and   SERVE,   it   was   a   new   vision   since   from   2003.   The  

development   process   produced   a   new   graphic   and   narrative   for   preparing  

professional   educators   who   SERVE   and   LEAD   the   profession.   It   is   a   basis   for   the  

annual  consideration  of  program  objectives  and  assessments  required  by  the  Unit.  

But   before   learning   the   course   ECI   508,   I   did   not   realize   the   importance   of   this  

framework  even  though  I  saw  it  in  every  class.  Now  I  think,  no  matter  as  teachers  or  

students,  we  should  develop  the  big  vision  of  LEAD  and  SERVE  

My  Definition  of  Teacher  Leaders  

I   really   appreciate   that   ECI   508   is   a   required   course   for   me   to   take.   Before   taking  

this  course,  I  think  a  teacher  leader  must  be  the  person  who  is  work  in  the  formal  

leading  position  such  as  principles  and  directors.  I  never  thought  of  to  be  a  leader  as  

an   ordinary   teacher.   But   after   reading   the   books,   discussing   with   the   teacher   and  

classmates,   I   have   better   understanding   of   teacher   leaders.   I   realized   that   every  

teacher   has   the   potential   to   be   a   teacher   leader;   teacher   leadership   doesn’t   mean  

that   you   must   be   on   a   formal   position   at   school.   There   are   two   kinds   of   teacher  

leaders  “  teachers  in  the  formal  position”  or  “teachers  without  formal  position  but  

still  leading  others”.  In  the  21st  century,  expectations  of  teachers  have  shifted  a  lot.  

Teachers  now  are  not  only  expected  to  be  competent  professionals  but  also  leaders  
in  their  classrooms,  schools  and  the  global  educational  community.  From  my  point  

of  view,  many  teachers  have  already  done  the  things  about  leadership,  but  they  did  

not   realize   it.   If   all   teachers   realize   it   and   shift   their   mind   about   leadership   first,  

which  is  a  big  step  for  developing  themselves.  After  examining  their  roles  of  leaders,  

they   can   develop   to   be   Leaders   of   new   reformers,   innovators,   change   agents,  

professional   developers,   mentors   or   Scholars.   These   are   examples   of   the   informal  

and  formal  leadership  positions  that  teachers  assume.  “Without  teachers  providing  

collegial   leadership,   there   will   be   little   improvement   in   schools.   With   teachers   as  

leaders,  there  will  be  collaborative,  facilitative,  and  ongoing  teacher  transition”  (Ann,  

2011,   p.   3).   No   matter   they   work   as   formal   leaders   or   informal   leaders,   they   all   help  

to  build  a  culture  that  supports  teacher  leadership.  

Characters  of  effective  teacher  leaders  

There  are  some  characters  of  effective  teacher  leaders.  From  my  observation,  I  think  

effective   teacher   leaders   should   have   professional   competence,   open-­‐mindedness,  

good  communication  skills,  and  collaboration  ability.  What’s  more,  teacher  leaders  

should  also  have  a  sense  of  responsibility.    

Professional  Competence  

Professional   Competence   alone   can’t   make   a   leader,   but   it   can   undo   one.  

Instructional   proficiency   is   necessary   to   lead   effectively   with   students   in   the  

classroom  and  to  establish  credibility  with  peers  and  administrators  (Katzenmeyer    
and  Moller,  2009,  p.  68).  The  ability  of  professional  competence  reflects  the  level  of  

one’s   skill   development.   Teacher   leaders   should   posses   and   use   professional  

knowledge   and   skills   providing   the   most   effective   learning   opportunities   for   both  

students  and  other  colleagues.  If  teachers  are  confident  in  their  expertise,  they  are  

willing   to   explore   new   strategies   and   expose   their   weakness   about   their   teaching  

practice.   If   a   teacher   is   not   proficient   in   her   teaching   skills,   then   the   classroom   is   on  

a   survival   level   and   the   teacher   may   not   receive   enough   respect   and   approval.   So  

teachers  need  to  develop  professional  competence  before  leading  inside  and  beyond  

the  classrooms.  

Open-­‐  mindedness  

In  order  to  work  with  a  diverse  group  of  teachers,  we  must  each  acknowledge  and  

understand   the   differences   between   each   other.   But   what’s   just   as   important   as  

focusing  on  bettering  ourselves  is  focusing  on  bettering  our  ability  to  connect  with  

others.  That’s  why  open-­‐mindedness  is  important  to  be  a  leader.  To  be  open-­‐minded  

means  that  leaders  should  remove  their  personal  biases  and  prejudices.  They  should  

think   others’   thoughts   and   see   things   from   others’   point   of   view.   At   school,   a   faculty  

consists   of   people   with   differences   in  “teaching   skills,   philosophies   on   how   students  

learn,   generational   needs,   work   perspectives,   willingness   to   interact   with   others,  

adult  development  levels  and  personal  lives”  (Katzenmeyer  and  Moller,  2009,  p.  67).  

Therefore,  it  is  important  to  be  open-­‐minded  as  teacher  leaders  to  know  more  about  

others,  teacher  leaders  will  understand  others  deeper  and  lead  others  better.  
Communication  skills    

Good   communication   skills   make   excellent   teachers   because   they   are   able   to  

transmit   knowledge,   skills,   and   values   at   the   same   time.   As   teacher   leaders,   they  

need   to   face   students,   parents,   colleagues   even   leaders   outside   the   schools   with  

complex  situations.  All  of  these  interactions  require  excellent  communication  skills.    

Teacher   leaders   should   have   the   skills   to   explain   things   clearly.   They   need   clarity   of  

thoughts  to  present  the  contents  and  break  down  complex  ideas  into  simpler  parts  

to   transmit   to   students.   They   must   be   able   to   report   students’   behaviors   and  

progress   to   parents.   This   is   especially   important   when   the   teacher   deals   with  

student’s  misbehaviors  or  learning  problems.    

Communication  is  both  receptive  and  expressive.  Some  people  believe  they  need  to  

provide   answers   if   they   are   in   leadership   roles.   Sometimes   teacher   leaders   should  

think   about   listening   rather   than   telling   if   they   want   to   be   successful   in   their  

leadership  (Katzenmeyer  and  Moller,  2009,  p.  106).  The  teacher  leader  should  learn  

to   be   an   active   listener.   Katzenmeyer   and   Moller   introduced   FLEX   model   about  

listening  skills.  When  teacher  leaders  communicate  with  other,  they  should  “foucus  

on   the   speaker   without   judging   or   formulating   your   response;   listen   using   open  

body   language;   empathize   by   trying   to   see   through   the   other   person’s   eyes;   and  

examine  nonverbal  cues  and  explore  words  for  meaning  and  feeling”  (Katzenmeyer  

and   Moller,   2009,   p.   107).   Teacher   leaders   possess   good   communication   skills   but  

they  still  keep  practicing  to  improve  themselves  better  and  better.  
Collaboration  ability  

Collaboration   among   teachers   is   related   to   student   achievement.   Effective   teacher  

leaders   will   appreciate   the   opportunity   to   chat   with   peers   about   their   classroom  

dynamic,   what’s   working   for   them   and   what   isn’t.   Through   collaboration,   teachers  

can   exchange   insights   and   ideas,   even   among   informal   teachers;   collaboration   can  

have  positive  effects  on  students  and  other  colleagues.  From  Stories  of  Jill  and  Sybil  

(Steve,   Harry,   2009,   p.   1-­‐2),   we   can   know   that   we   cannot   just   focus   on   being   an  

excellent  teacher  in  the  classroom;  we  should  collaborate  and  create  a  professional  

community.  “  Teachers  in  collaborative  schools  make  effective  instructional  leaders  

because   they   have   sense   of   history.   They   are   aware   of   the   norms   of   their   colleagues  

and   they   remember   the   results   of   previous   trials   and   errors”   (Kurtz,   2009,   p.   2).  

When  we  collaborate  with  colleagues,  we  will  not  be  isolated  like  Jill;  collaboration  

will  make  the  atmosphere  more  positive  and  more  enjoyable.  It  is  true  that  there  are  

factors   will   affect   the   leadership   or   there   are   reluctant   learners   and   leaders   at  

school  setting.  While,  if  we  have  the  same  vision  and  work  together,  help  each  other,  

improve   good   teaching   skills   and   strengthen   the   weaknesses.   More   teachers   are  

more   willing   to   collaborate   with   each   other.   The   important   thing   is   to   find   solutions  

to  face  the  challenges  not  complain.  

Responsibility  

Educators   have   long   understood   their   responsibility   for   student   learning;   that   is,  

they  know  the  results  for  students  are  clearly  impacted  by  their  efforts  as  teachers  
(Katzenmeyer  and  Moller,  2009,  p.  48).  Teacher  leaders  will  take  responsibility  for  

their   actions   and   their   commitments   that   also   will   receive   more   respect   from  

students,   parents,   colleagues   and   administrators.   Also,   teacher   leaders   who   are  

committed   to   their   own   profession   development   and   also   take   responsibilities   for  

the   development   of   other   teachers   in   the   school   setting.   Teacher   leaders   who  

understand  the  challenge  of  learning  and  leading  know  that  they  must  take  personal  

responsibility   for   not   only   their   own   development   but   also   the   extent   to   which  

others  in  their  schools  have  opportunities  to  develop.  They  have  great  potential  for  

impacting   school   reform   and   student   outcomes.   Responsibility   is   one   crucial  

character  to  be  an  effective  teacher  leader  and  it  is  a  career  long  commitment.      

Plan  of  Action  

“  If  not  me,  then  who?  

If  not  now,  when?”  

-­‐-­‐Emma  Watson  

Every  one  has  the  potential  to  be  a  teacher  leader;  I  have  the  responsibility  to  apply  

what  I  have  learned  to  the  real  world.  No  matter  if  I  will  work  at  the  formal  or  

informal  position  of  teacher  leaders,  I  want  my  voice  be  heard  and  try  my  best  to  

lead  and  serve  others!  

 
Shift  Mind  

“Think  of  yourself  as  a  leader”.  A  little  bit  shifts,  I  may  change  a  lot.  Before  I  did  not  

realize  that  I  could  be  a  teacher  leader,  because  of  lacking  confidence  to  lead  others.  

But  now  I  will  shift  my  mind  to  think  of  myself  as  a  leader.  Especially  after  learning  

this  course,  I  realize  I  have  my  expertise  in  my  field;  I  can  be  a  leader  even  in  an  

informal  position.  I  will  try  my  best  to  improve  myself  and  influence  others.  

Understand  others  

Being  able  to  successfully  collaborate  with  colleagues  will  require  teacher  leaders  to  

understand   how   to   work   with   others   who   are   different   from   them.   So   I   will   learn   to  

acknowledge   and   understand   the   differences   between   others   and   me.   At   our   school,  

Beijing  Royal  School,  it  consists  of  people  with  diverse  backgrounds,  differences  in  

teaching   skill,   philosophies   on   how   students   learn,   generational   needs   and   personal  

lives.  Therefore,  it  is  important  for  me  to  know  more  about  others  and  learn  skills  

that   will   make   me   sensitive   to   seeing   others’   point   of   view.   I   think   the   ADS   model  

from   Katzenmeyer   and   Moller   will   help   me   to   understand   others.   “   Acknowledge  

s
differences;   Disclose   values   and   views;   eek   to   understand   and   include   others”  

(Katzenmeyer  and  Moller,  2009,  p.  80).  

Exam  myself  and  Improve  

Understanding  my  strengths  and  weaknesses  is  one  important  step  to  lead  others.  I  

should  learn  to  be  honest  with  myself.  So  self-­‐  awareness  and  personal  assessment  
will  help  me  exam  my  roles  of  teacher  leaders.  I  will  think  of  questions  to  move  

forward  like  “Who  am  I;  Where  am  I;  How  do  I  lead;  what  can  I  do”  (Katzenmeyer  

and  Moller,  2009,  p.  66).  The  Teacher  Leadership  Self-­‐Assessment  (Katzenmeyer  

and  Moller,  2009,  p.  52-­‐55)  helps  to  exam  which  area  is  needed  for  me  to  grow.  

There  are  many  aspects  I  still  need  to  change.  I  need  more  reflections  on  my  

teaching  and  leading.  For  improving  reflection  and  self-­‐awareness,  I  will  keep  

writing  journals.  Writing  down  what  happened  everyday,  after  some  days  later,  

review  what  I  have  written,  I  think  I  can  get  more  ideas,  think  deeper,  recheck  what  

I  have  done  before  and  what  I  can  do  better  in  the  future.    

What’s  more,  I  would  like  to  improve  myself  in  my  teaching  field  and  leadership  

skills.  I  will  do  more  readings  and  research  to  keep  myself  informed  with  biology  

teaching.  There  are  a  lot  of  chances  of  professional  trainings  supported  by  our  

principal,  I  will  take  the  chances  to  participate  and  notice  the  latest  news  about  

education.    

Develop  a  big  vision  

Great  teacher  leaders  have  clear  goals  and  a  big  vision  for  students  and  the  whole  

school.  Before  I  do  all  the  tasks,  I  will  create  a  big  vision  first.  I  should  think  of  what  I  

want  it  to  look  like,  what  I  want  to  accomplish  professionally  and  the  problems  or  

challenges  I  will  deal  with  to  keep  my  work  developing.  For  example,  when  I  go  back  

to  school  to  teach  biology,  I  will  think  of  the  big  vision  of  the  whole  semester.  I  may  

think  of  the  goals  of  teaching,  design  unit  plans  to  improve  students,  develop  
teaching  groups  to  share  ideas  and  suggestions  and  also  discuss  assessment  plans  

for  students.  I  will  keep  this  sentence  in  my  mind  “Begin  with  the  ends  in  mind”.  

Let  my  voice  be  heard  

Sometimes,  I  may  come  up  with  some  good  ideas  and  I  am  eager  to  speak  out.  While  

I   hesitate   to   speak   at   the   same   time.   After   reading   this   book,   I   feel   encouraged   to  

speak   up   my   ideas   not   for   my   honor   but   for   helping   to   make   my   school   a   more  

professional   and   thoughtful   place.   Comparing   with   what   I   have   learned   here   and  

what  is  happening  at  my  school,  I  feel  that  I  need  to  speak  up  and  help  to  make  our  

school  a  better  place  for  students  to  learn  and  for  teachers  to  work.  For  example,  I  

think   our   school   needs   one   professional   group   to   receive   suggestions   and   advice  

and   help   teachers   to   advocate.   If   teachers   have   any   good   suggestions,   they   can   send  

their   opinions   to   this   group.   Then   this   group   will   exam   the   ideas   together   and  

provide   opportunities   for   teachers   to   advocate   their   ideas.   Teachers   may   have   the  

chances  to  show  their  achievements  and  suggestions  to  all  the  teachers  and  leaders.    

I  will  keep  thinking  of  good  ideas  and  suggestions  and  collaborate  with  my  

colleagues  to  do  more  research.  Then  I  will  speak  up  to  my  leaders  or  principals  or  I  

can  advocate  my  suggestions  to  the  school.  I  know  that  I  will  face  some  risks,  but  

speaking  up  is  worthy  to  influence  others  if  I  take  the  risk.  My  voice  is  worthy  to  be  

heard.  

 
Collaborate  with  others  

As  a  teacher  leader,  I  think  I  cannot  be  isolated  in  my  classroom;  I  need  

collaboration  and  professional  community  with  my  colleagues.  Teachers  will  feel  

more  supported  with  collaboration  and  it  is  easier  to  achieve  the  goals.  Also,  leaders  

are  about  others  first.  I  will  stretch  out  to  help  others  if  they  need  any  help.  If  we  

need  to  finish  any  task,  I  will  try  to  collaborate  with  teachers  and  build  a  positive  

culture  first.  However,  collaboration  does  not  mean  we  must  work  together  and  do  

all  the  things  in  one  room.  I  can  build  positive  communities  to  improve  

professionally  and  lead  by  influencing  others.  

Reach  out    

When  we  talk  about  reaching  out,  I  think  I  can  reach  out  to  parents,  grants  and  

partnerships.  As  teachers,  I  not  only  need  to  teach  students  well,  manage  class  

successfully,  I  also  need  to  build  good  relationships  with  parents.  During  my  

teaching  years,  I  always  try  to  keep  connection  with  students’  parents,  they  help  me  

to  understand  more  about  their  children  and  we  can  improve  their  children  

together.    

Also  I  can  reach  out  to  grants  to  improve  my  students.  For  example,  I  want  to  get  

grants  for  opportunities  of  internships  for  students.  Most  students  at  our  school  

want  to  share  their  own  ideas  and  experiences  to  the  public.  However,  they  are  not  

sure  about  their  career  in  the  future.  They  need  to  apply  their  knowledge  to  the  real  

world.  So  I  would  like  to  ask  different  industries  for  help  to  supply  chances  or  they  
may  supply  financial  support  for  students.  Students  may  just  work  in  different  

industries,  work  with  colleagues,  they  may  know  what  the  real  world  is  and  realize  

they  like  that  job  or  not.    

What’s  more,  I  can  partner  with  different  organizations  to  better  serve  the  children  

at   our   school.   For   example,   I   can   partner   with   the   App   development   companies.   It   is  

the   age   that   every   one   can   get   digital   devices   easily.   And   our   school   engages   with  

mobile   learning   in   teaching.   Many   teachers,   even   some   students,   are   eager   to  

explore  new  apps  for  learning  or  teaching.  So  I  can  partner  this  kind  of  company  to  

support   us   to   develop   new   apps.   Students   can   improve   their   planning   skills,  

designing  skills  and  problem  solving  skills  by  creating  their  own  apps.  
 
 

Conclusion  

Teachers  are  the  sleeping  giants  that  need  to  be  awakened.  Most  teachers  work  hard  

to  develop  their  professional  skills,  mantel  new  teachers,  and  share  good  teaching  

strategies  at  school.  If  this  isn’t  leadership,  what  is?  This  course  broadens  my  

horizon  about  leadership.  I  believe  every  teacher  has  the  potential  to  be  a  teacher  

leader.  I  will  try  my  best  to  develop  myself  and  take  actions  to  help  my  school,  my  

colleagues  and  my  students  to  develop  better.  The  success  of  leadership  is  not  the  

achievement  of  my  self  but  others.  I  will  lead  others  and  serve  others.  

 
 References  

Katzenmeyer,  Marilyn  and  Gayle  Moller.  Awakening  the  Sleeping  Giant:  Helping      

Teachers  Develop  as  Leaders.  Corwin.  2009.  Print.  

Zemelman,  Steven  &  Harry  Ross.  13  Steps  to  Teacher  Empowerment.  Heinemann,  

2009.  Print.  

Conyers,  Marcus,  and  Donna  Wilson.  Smarter  Teacher  Leadership:  Neuroscience  and  

the  Power  of  Purposeful  Collaboration.  Teachers  College  Press,  2016.  Print.  
 
Lieberman,  Ann.  “Can  Teachers  Really  Be  Leaders?”  How  teachers  become  
leaders  Sept.  2011:  16.  Print.  

Kurtz,  Shelly.  “Teacher  Leadership.”  Sept.  2009:  1–5.  Print.