Great Leadership

Leadership has nothing to do with seniority or one’s position in the hierarchy of a company. Too many people talk about a company’s leadership referring to the senior executives in the organization. That’s not exactly right. Leadership has nothing to do with titles. In fact, you can be a leader in your place of worship, your neighborhood, in your family, all without having a title. Besides, leadership has nothing to do with personal attributes. Leadership and management are not synonymous. Managers need to plan, measure, monitor, coordinate, solve, hire, fire, and do so many other things. Leaders only lead people. The leader is someone who has followers. Leaders are those who empower others. And leadership is the capacity to translate vision into reality. Furthermore, leadership is a process of social influence, which maximizes the efforts of others, towards the achievement of a goal. The key elements of those above-mentioned definitions are: 1. Leadership stems from social influence, not authority or power 2. Leadership requires others, and that implies they don’t need to be “direct reports” 3. No mention of personality traits, attributes, or even a title; there are many styles and many paths to be the effective leadership 4. It includes a goal, not influence with no intended outcome Therefore, leadership is a process by which a leader can direct, guide and influence the behavior and work of others towards accomplishment of specific goals in a given situation. Leaders are required to develop future visions, and to motivate the organizational members to achieve the visions. Leader are facilitators. The more leaders can view themselves as facilitators of knowledge and team success, the more effective they become. To lead is to listen. The only way to find out what motivates our team members is to ask questions and take time to truly listen to them. While every team member must take his or her turn in different roles to serve the greater good, it’s also important they have time to do things that stir their passion. Teacher leaders assume a wide range of roles to support school and student success. 1. Resource Provider. Teachers help their colleagues by sharing instructional resources. These might include websites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools. 2. Instructional Specialist. An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. 3. Curriculum Specialist. Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments. 4. Classroom Supporter. Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, co-teaching, or observing and giving feedback. 5. Learning Facilitator. Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers’ classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools. 6. Mentor. Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional. 7. School Leader. Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole. 8. Data Coach. Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction. 9. Catalyst for Change. Teacher leaders can also be catalysts for change. Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning. 10. Learner. Among the most important roles, teacher leaders are learners. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve. Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers. Powered by Firstory Hosting