I believe: Collaboration works. “High expectations” work (for both teachers and students). The most important factor in education, by far, is the classroom teacher. Cooperative Learning works. Learning how to use formative assessment well is one of the single most significant paths you can follow to become a better teacher. “Character Ed” is all about, and only about, the things you (school staff members) do, the ways you treat people, and the things you show that you care about. Strong and varied extracurricular programs are great for students and schools. “Staying the course” while modelling learning from your mistakes, is good for P.D. All of the above require Teacher Leadership to make them happen.

What is teacher leadership? “making a commitment to students, taking responsibility for contributing beyond one’s own classroom, and working collaboratively” from Ann Lieberman and Linda Friedrich in “Teachers, Writers, Leaders”, Educational Leadership September 2007.

“Teacher leaders fit two profiles. … … One profile is the excellent classroom teacher, a teacher who, over time, has earned the reputation throughout the school and community of being very effective in his or her classroom and who is consequently widely respected by students, parents and colleagues.

… traverse all aspects of school life: coaches who organize athletic tournaments on a school, district and provincial level; science teachers who run the local, district and even provincial science fairs; arts teachers who organize major exhibits and showcase events; social justice and environmental advocates who spearhead projects to improve local communities and contribute to the improvement of communities and the lives of children and teachers around the world;... “The other profile is exemplified in the classroom teachers who voluntarily take the lead with major events and projects outside the classroom. Teacher leaders

... members of curriculum and assessment development committees; associate teachers for teacher candidates; volunteer committee members and elected officers in subject associations and teachers federations; presenters and facilitators in board, federation and ministry sponsored workshops, summer institutes, and additional qualification courses. Often the same individuals simultaneously fit both profiles – the teacher who is excellent in the classroom and the teacher who also takes the lead outside the classroom in curricular, co- curricular and professional affairs. from the OTF publication Beyond PD Days, Teachers’ Work and Learning in Canada.

Skilled instructor Presenter Department Head School council teacher rep Coach questioner Producer Thinker Lifelong learner Club advisor Writer / contributor Committee chairperson Book club facilitator Federation representative Provincial Subject Association representative + many others Mentor Team leader Science fair organizer Exhibitor Community leader Associate teacher PLC facilitator Curriculum committee member Assessment and Evaluation committee member Subject Council chairperson Subject Council member Global advocate Teacher of teachers Cheerleader / Encourager + many others

The obstacles: Schools with an “egg-crate structure that reinforces classroom boundaries and a professional culture that discourages teacher leadership”...  Professional norms of: autonomy egalitarianism deference to seniority

Think Pair Share autonomy egalitarianism deference to seniority

Benefits: For the school:  increased student achievement,  happier teachers,  better decisions. For the teacher:  greater job satisfaction,  the sense of making a difference.

Think Pair Share For the school:  increased student achievement,  happier teachers,  better decisions. For the teacher:  greater job satisfaction,  the sense of making a difference.

Thoughts to ponder The same qualities that make you a good teacher [will] make you a good teacher leader. 2. However, some of the skills required for working with adults, and in particular, with peers, are different.

Snowball! Characteristics or Skills of a teacher leader...

Whip-Around: Good teacher Expertise in some area(s) Corporate memory (historical knowledge of your school and its culture) Variety of experience Openness Natural leadership ability Positive attitude Enthusiasm for learning; a belief that things can always be improved High emotional intelligence Good with people Effective communicator – orally and in writing; 1-on-1, facilitating discussion in small groups and/or in front of a large group

What about the training factor? Do teachers need training in this area? Specifically, in what? Is any of it happening in Eastern Ontario?

Awaken the sleeping giant! “If teachers know how to lead, how to be effective in evoking change, then that creates problems. Teachers start asking questions. Things get messy. We awaken the sleeping giant.” from Barnett Berry, John Norton, and Ann Byrd in “Lessons from Networking”, Educational Leadership September 2007.

TeLeNEO Teacher Leaders Network of Eastern Ontario

How to Develop a Professional Learning Community: Passion and Persistence.

Quotes: “I learn so that I might teach.” Seneca the Elder “Teachers don’t need permission from their principal to collaborate.” Casey and Lisa Reason in “Asking the Right Questions”, Educational Leadership September 2007 “Are the relationships in this school mobilizing people to improve the learning of all students?” Gordon A. Donaldson Jr. in “What do teachers bring to leadership?”, Educational Leadership September 2007.