Awakening+the+Sleeping+Giant

by Marilyn Katzenmeyer and Gayle Moller



 * Chapter 1**
 * the principal cannot be the only leader in the school; teachers must assume leadership roles
 * many factors discourage teachers from becoming leaders
 * irony of teachers become leaders by leaving the classroom and becoming administrators
 * teacher leadership is using your influence to improve others' educational practices
 * teacher leadership roles
 * leadership of students or other teachers
 * operational tasks (serving on committees, action research)
 * decision making or partnerships (school improvement team, work with parents and community)
 * how to start down the leadership path
 * start small
 * help principal see value of teacher leadership
 * look for leadership roles available in your school
 * provide colleages with recognition for their leadership
 * Thoughts** **on Ch. 1**
 * Emphasis on standardized tests reduced teachers opportunities to lead
 * Too many mandates; teachers aren't allowed to think for themselves
 * Pay scales don't attract people with leadership potential


 * Chapter 4 - Honoring the Uniqueness of Teacher Leaders**
 * Not everyone is ready, willing and able to be a teacher leader
 * Teachers who want to be leaders need to know themselves and the skills needed to lead
 * Teachers will want to follow teachers who are successful in their own classrooms
 * Enthusiastic, willing, and honest
 * Excellent instructional strategies
 * Sometimes what goes on at the school doesn't reflect a teacher's educational philosophy
 * Teachers come to the profession at various times and stages of their lives
 * Fresh out of school
 * Second careers
 * After raising families
 * Teacher leaders need to know what stage their colleagues are in and their personal views
 * Does this teacher consider it a job or a mission?
 * Does this teacher prefer working alone?
 * Does this teacher prefer the status quo or embrace change?
 * Does this teacher look to the past or the future?
 * Does this teacher have multiple outside concerns?
 * Family
 * Personal health
 * No family support for leadership
 * Cultural or religious bias against leadership


 * Value Diversity**
 * Share**
 * Seek to understand and include others**


 * Various Stages**
 * Exploration: new teachers with interest should be encouraged for retention
 * Establishment: seasoned teachers may want to begin to step out of the classroom into leadership
 * Maintenence: older teachers learning new approaches to revitalize their career
 * Disengagement: previously active leaders train others to fill their shoes
 * Withdrawal: recruiting from this group may help them from withdrawing further


 * Actions for teacher leader preparation**
 * 1) Keep a journal of skills, knowledge, and experiences
 * 2) Analyze a reluctant teacher
 * 3) Chart the stages of a faculty

//Two quotes come to mind while reflecting on this chapter:// "To thine own self be true," which correlates with self-awareness of teacher leaders and "To every thing there is a season," which correlates with the idea that the timing for teacher leaders may not be right, but it is still valid. //(posted by Noreen)//
 * Reflection**


 * Ch. 5: Building a Culture that Supports Teacher Leadership**


 * Camelot School**
 * Characteristics
 * Moveable partitions
 * Parents, business leaders welcomed
 * Individual student focus
 * Data analysis
 * Blocks of time for professional development'
 * Teacher teams encourage active, in-depth learning
 * Work with univ. professors and grad students


 * Context of school is central to success of teacher leadership
 * Positive culture=teacher leadership=positive student outcomes


 * Characteristics of school culture based on teacher leadership**
 * development focus
 * recognition
 * autonomy
 * collegiality
 * participation
 * open communication
 * positive environment


 * Relationships**
 * Potential for conflict between principals and would-be teacher leaders
 * Shared leadership produces improved teaching and learning
 * Hard to teachers to lead other teachers
 * "Reculturing" the school: create a more collaborative work culture


 * Organizational Structures**


 * "Houses" within the school
 * groups of students work with cohort of teachers
 * Collaborative faculty meetings
 * Explicit systems for recogition, communication, participation
 * Principsl must give up power


 * Actions of the Principal**
 * Movement toward shared leadership since 1990s
 * Schools as professional learning communities
 * Training of principals has not caught up
 * Standards 1 and 2, p.84
 * Principals as buffer between teachers and outside forces


 * Conclusion:**


 * Principals who give teachers power increase their own power


 * Ch. 8: Anticipating the Future of Teacher Leadership**


 * **Critical factors**
 * Committment from administrators
 * Restructuring the promote teacher leadership
 * Recognize importance of developing teacher leaders.
 * **What has to change?**
 * teachers need more self-confidence in their leadership skills
 * Long-term pd opportunities
 * Address teachers' fears of criticism from peers
 * allow teachers to teach and lead
 * principals need correct mindset
 * More flexible contracts and policies
 * Change antiquated schedules and calendars
 * More money for teachers
 * **Examples of Promising Teacher Leadership Efforts**
 * East Jessamine High School, Kentucky
 * 3-dimensional power structure: administrators, teachers, and students
 * University of LaVerne, California
 * allow teachers to acquire leadership skills
 * Summer Institute
 * Austin, TX Independent School District
 * teachers engage in personal assessment
 * plan and carry out a project every year
 * STEP Program, University of South Florida
 * Prepare leaders for school reform
 * Take classes with cohort
 * Research project for each teacher
 * **Teacher Leadership in the Future**
 * Students no longer passive
 * University professors spend most of their time in the classroom
 * Distance learning through technology
 * Certification based on district, state and national standards
 * Teacher leaders serve as models for students