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Dr. Marilyn Katzenmeyer Professional Development Center Tampa, Florida Phone: 1-800-332-2268 Delaware Academy of School Leaders.

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Presentation on theme: "Dr. Marilyn Katzenmeyer Professional Development Center Tampa, Florida Phone: 1-800-332-2268 Delaware Academy of School Leaders."— Presentation transcript:

1 Dr. Marilyn Katzenmeyer Professional Development Center Tampa, Florida Phone: Delaware Academy of School Leaders Policy and Practice Institute June 28, 2005

2 Context for leadership Teacher leadership Power of each one of us

3 Current Challenges in Leadership Development Greater accountability for outcomes Challenge and opportunity of high retirement rates of school leaders Growing challenge of retaining teachers New knowledge and skills required by changes in the leaders work

4 -Jeff Howard The public has a right to expect results from our schools.

5 Standards and accountability provide us with a two edged sword. On the one hand it hurts kids, and teachers and schools. On the other hand, for a long time we didn't care about kids who didn't do well in schools. We are 2-5 years away from getting into good discussions about learning and how we measure it and figuring out what it takes to help all children learn. -James Comer,Yale University

6 Circumstances we find ourselves in now blunt the creativity of teachers; there is no joy in complying; it has no inspiration to it. We can not attract and retain people to the teaching profession under these circumstances. - John Goodlad University of Washington

7 Retaining Quality Teachers

8 40-50% leave the profession within the first five years. Ingersoll, 2003

9 T

10 T Lack of mentoring support Darling-Hammond, 2003

11 T Lack of autonomy Fox & Certo, 1999; Hirsch, 2001

12 T Lack of input into school decision making Darling-Hammond, 2003; Ingersoll, 2002

13 T

14 T Positive school leadership Bolich, 2001; Ingersoll, 1999; Weiss, 1999

15 T Autonomy in the classroom Williams, 2003

16 T Positive relationships with peers Cockburn, 2002; Fox & Certo, 1999

17 Context for leadership Teacher leadership Power of each one of us

18 Awakening the Giant

19 Shared Leadership Distributed Leadership Parallel Leadership Leadership Capacity

20 Lead within and beyond the classroom Influence others toward improved practice Promote a community of leaders & learners within the school

21 Whoa Why some teachers are hesitant…. Egalitarian ethic Fear Hierarchical structure

22 Facilitator Coach Counselor Sponsor Lead teacher for instructional improvement Technology liaison Trainer Grant writer Team leader Continuum of Roles for Teachers


24 Where there is less reliance on hero leader, teachers share leadership. Teaching and learning improve. Heller & Firestone, 1994 Principals must disavow themselves of the notion that they must be leader for each person in the school. Instead they entrust and enable all staff to grow meaningful relationships with one another. Gordy Donaldson, 2000

25 No longer the single, heroic leader

26 Principals as good managers Principals as instructional leaders Principals engage in shared decision- making Principals encourage professional learning communities

27 The organizational environment Effective, specific actions or behavior The jobs demands The individuals competencies A Model of Effective Job Performance Boyatzis, R.E. (1982) The competent manager: a model for effective performance. New York: John Wiley & Sons.

28 …teacher leadership development should be approached as an issue of organizational change and not merely a task of enhancing individual opportunity and capacity. Smiley & Denny

29 What Conditions Need to Be Present to Enhance Student Learning? Newmann and Wehlage, 1995 Schools as Professional Communities Teachers pursue a clear shared purpose for all students learning Teachers engage in collaborative activity to achieve the purpose Teachers take collective responsibility for student learning Newman & Wehlage, 1995

30 Fragmented individualism Balkanization Contrived collegiality Collaboration Which is most like your school? (Andy Hargreaves)

31 Learning Communities Individual intelligence Isolation Learned Information as asset to be protected Collective intelligence Collaboration Learners Information as resource to be distributed

32 Learning Communities Struggling alone My students Students cant learn Teacher leaders in formal roles Problem solving with others Collective responsibility Locus of control for student learning lies with teachers Every teacher is a leader

33 Leading in a culture of change does not mean placing changed individuals into unchanged environments. Rather, change leaders work on changing the context, helping create new settings conducive to learning and sharing that learning. Fullan, 2001

34 School Context? Is the context in your school supporting teacher leadership?

35 Developmental Focus Are teachers supported in learning new knowledge and skills & encouraged to facilitate the learning of others?

36 Recognition Are teachers respected & recognized?

37 Participation Are teachers actively involved in making decisions & have input to important matters?

38 Autonomy Are teachers encouraged to make improvements and to innovate; are barriers removed?

39 Open Communication Do teachers send and receive communication in open, honest ways?

40 Positive Environment Do teachers experience a positive climate & effective administrative leadership?

41 Collegiality Do teachers collaborate on instructional & student related matters?

42 The power of what each of us can do

43 What universities can do... What principals can do... What teachers can do... What superintendents can do... What district level staff can do...

44 The Power of All of Us

45 Never doubt that a small group of thoughtful, dedicated people can change the world. Indeed, it is the only thing that ever has. Margaret Mead

46 Context for leadership Teacher leadership Power of each one of us

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