Helping Teachers Become Leaders Essay

In Helping teachers Become Leaders, Patricia Phelps (2008) presents a modelling that teachers, administrators and teacher educators roll in the hay internalize in order to cultivate effective teacher leaders in our nations takes. Phelps begins her discussion of teacher leading offshoot by defining the concept. She cites Barths definition Making happen what you escort in (p. 19). Phelps then goes on to argue that the development of teacher leadership has often been overlooked by both teacher education programs and by school administrators themselves The importance of cultivating leadership among teachers should not be underestimated as a powerful way to improve schools (p. 122).The risk then of not empowering teachers to obtain leaders results in a significant threat to healthy school communities and effective and empowering instruction Those teachers who do not fix leaders are typically satisfied with the status quo, easily discouraged, somemagazines cynical, perhaps burn t-out out, and may engage minimally in professional development activities (p. 123). In the school that I have been usageing at, it is very evident that the fistful of teachers who do gestate in their ability to become leaders, are hence the teachers who complain the most without doing anything nearly it, and seem to be most dissatisfied with their job.After having developed an argument for the rationale behind cultivating teacher leadership, Phelps outlines some(prenominal) key components about what skills, proclivitys and competencies teachers need in order to take on leaderships characters within their schools. To begin with teachers must know what they believe about education. Phelps argues that teachers should be presented with opportunities passim their teacher education program and throughout their careers that ask them to pay off what they believe about best teaching practices and the purpose of education.Furthermore, Phelps argues, teachers must consider and app reciate the value of becoming a leader in the schools. Teacher education programs and staff development must show examples of how teachers can and should become agents of positivistic change within their schools. Phelps also reminds teachers that a critical disposition for becoming a teacher leader is resiliency. Inevitably teachers give opposition obstacles along the way either internally from colleague or administrators or externally as a result of federal policy that sometimes fails to take into account the best interests of students.The next step in Phelps model is the development of the knowledge unspiritual that will help teachers consent a proactive and effective role within the school The knowledge base of teacher leadership consists primarily of the concepts of educational change and school market-gardening (p. 121). Phelps suggests that there are various types of roles that a teacher leader faculty assume advocate, innovator and steward.After explaining how the teac her can best install to assume leadership roles, Phelps goes on to suggest that school administrators also die hard a significant role in determining whether or not teachers will feel comfort equal taking on leadership roles By making clear the unique challenges that a school faces, the principal opens opportunities for leadership (p. 120). I believe that Phelps emphasis on administrators role in this process is important. Administrators very oftentimes set the tone at a school, and when teachers feel that their ideas are cute and appreciated, they will be much more likely to step up to leadership roles.My principal much asks for staff stimulant drug during meetings and asks for volunteers to become members of a committee. For example, when the school was considering whether to implement a dress code, our principal formed a committee and took all of their recommendations when it came time to adopt new policy. This makes staff members at our school feel valued and much more lik ely to take on leadership roles when they see other ways to improve the school. The process of preparing teachers to become leaders requires the consignment of many, not just teachers themselves.Teachers must be able to articulate what they believe and identify the roles that they can assume within the school to effect change. Administrators must create a positive tone and actively seek input from their staff. Teacher educators have the responsibility of cultivating an lieu and a belief in pre-service teachers that teacher leadership is both possible and necessary. If administrators, teachers and teacher educators take to partiality these core components outlined by Helping Teachers Become Leaders, then we will make a big step toward sculpting out positive work environments that welcome and promote innovation.I believe that readings and discussions in this course about why becoming a leader is so important to schools and to individual teachers will help me to seek out and assume leadership roles throughout my career. Especially in the early stages of my career, I see myself most able to assume the role of steward, by exemplifying effective and innovative teaching practices and displaying a strong work ethic and a positive attitude about my profession. Once I begin to establish more of a professional identity, I hope then to be able to assume leadership roles in my school that will result in positive change on an even larger level.