The Teacher Talent Trove by Terrence Quinn Capitalizing on the rich talents of teachers promotes better education for students and a stronger sense of professionalism for teachers. L et’s face it. The journey toward time for planning, the lonely and dent progress, busy conferring with professionalism for teachers isolated culture of the classroom, colleagues and students, and busy will never be declared a success and the traditional, hierarchical coordinating schedules. During until the educational policy mak- decision-making approaches—to their duty-free lunch periods, they ers succeed in harnessing the mar the complete portrait of teach- are busy preparing afternoon les- power and energy of one critical ers as leaders. This article consid- force—the nation’s 3.5 million pub- ers strategies to rebuild that por- lic and private school teachers. trait and thereby encourage strong When the last government report professional leadership. has been issued, the last profes- sional conference has been con- vened, and the establishment has had its say, it will all come back to the teachers to make it work. When our nation’s educators close the doors of their classrooms, it is their efforts that will determine whether teaching remains a semi- profession or achieves the full pro- fessional status accorded to doc- tors, architects, and accountants. In his study of America’s schools, John Goodlad (1984, 109) com- mented that “teachers controlled rather firmly the central role of de- ciding what, where, when, and how their students were to learn.” That observation still holds true. The Hectic Pace of School To be frank, several barriers Several conditions within sons and following up on morning conspire in many schools—lack of schools impinge on the creation of matters. professional communities. To cite Is there a solution to the frenetic Terrence Quinn, a former school one obvious example, the busy and fragmented pace that afflicts principal in the New York City pace of schools poses a serious ob- teachers? In one case, the principal metropolitan area, is an Associate stacle to professionalism. In the and teachers at Stevenson High Professor at Queens College, City course of a typical seven-hour in- School in Lincolnshire, Illinois, de- University of New York. He writes structional school day, teachers are vised a plan that created common frequently on leadership issues. His constantly busy—busy preparing, planning time for faculty teams. The e-mail address is [email protected]. busy teaching, busy assessing stu- teachers agreed to arrive 15 min- 26 Kappa Delta Pi Record • Fall 2003 utes early one day each week. By uling leads to more careful agenda A Culture of Loneliness delaying the start of the school day planning and greater dialogue on The isolated nature of teaching for some 30 minutes and reducing the important issues related to is another concern that threatens each class by 5 minutes, faculty genuine student progress: teacher professionalism. Much has members gained 45 minutes for •How can we use recent stu- been written about the isolation collaborative planning. According dent achievement data to plan and loneliness that describes the to the principal, the plan does not more effectively? daily life of teachers (Darling- cost money, students arrive at the •How do the new curriculum Hammond 1997). For many, the same time every day, and parents offerings align with standardized bulk of their day is spent in the are not inconvenienced. Stevenson test requirements? presence of children and is devoid students spend the faculty plan- •What strategies are worth- of significant adult contact. ning time in the computer lab, tu- while to promote improved Are there any strategies to toring rooms, study halls, gym, teacher-student interaction in the combat the isolation of the class- counselor’s office, or with social classroom? room? When educators realize that they possess enormous power, re- sponsibility, and authority to act through planning teams and site- based management councils, teacher professionalism is en- workers. Faculty members with These are all questions that hanced. A national survey (Singh flexible programs supervise stu- yearn for meaningful teacher and Billingsley 1998) examined the dents. Stevenson School District participation. effects of professional support on Superintendent Rick DuFour (in Teachers need time to collabo- teachers’ commitment to their craft. Mann 2000, 3) suggested that given rate on issues they deem relevant to Among the findings: There is greater 45 minutes of additional planning the success of their students and opportunity for success and satisfac- time, “any school faculty could de- their own job satisfaction. Collabo- tion when teachers feel supported by termine at least a half-dozen rative planning based on teacher- other teachers in instructional and scheduling scenarios that would student needs adds to the positive disciplinary matters. In addition, the allow for more collaboration with- culture for which schools strive and survey found that when teachers out violating collective bargaining provides hope for attaining the elu- share common values, assist each agreements.” Such creative sched- sive goal of teacher professionalism. other with professional growth, Kappa Delta Pi Record • Fall 2003 27 and solve problems together, they reflective practice groups, commu- process. One survey, conducted over are more likely to receive a sense of nities of learners, and the like.” a 10-year period, was designed to fulfillment from their work and study ways to improve science reap psychological rewards. A New Model of Teacher learning and teaching. The report Colleague support also has Leadership (Riordan 2003, 25–26) concluded: been, for many years, consistently The work of schools is too com- Distributed leadership— associated with teacher retention plex and too burdensome for lead- both in schools and in dis- (Bloland and Selby 1980; Theobald ership to flow from one source, tra- tricts—works. It produces good 1989). A study by Singh and Shifflette ditionally the principal’s office. results as measured by the (1996) reported that teachers ac- Today’s school leaders do not always quality of the professional de- knowledged emotional and instruc- possess the expertise to take charge velopment and the curriculum of the myriad responsibilities that and assessment tools pro- have overtaken schools. What is duced, the successful recruit- needed for today’s schools is a more ment of teachers into intensive Collaborative planning enlightened approach to leadership professional development, provides hope for attaining that discourages a top-down, one and the emergence of teacher- person, principal-centered strategy led professional communities the elusive goal of teacher based on power and control and that within and across the schools. professionalism. favors a more team-centered model. If distributed leadership is to The needed model emphasizes be an institutional force in schools, community, collaboration, and co- teacher expertise is a logical re- operation—in other words, a redis- source to tap. The sharing of tional support from peers as the tribution of leadership tasks. This teacher talent generates strong most important factors in their pro- new approach moves the focal point professional communities. Schools fessional development. It is clear that of decision-making from me to a that encourage strong learning to ward off the threat of isolation, more collaborative we. The urgency communities of teachers also pro- teachers need regular opportunities of a new approach to leadership duce powerful achievement. In a to discuss their work or simply to was underscored by Richard study of elementary, middle, and engage in mature conversations Elmore (1999, 27), who noted, “In a high schools, Newmann and about issues related to teaching. knowledge-intensive enterprise like Wehlage (1995) linked student Another strategy that responds teaching and learning, there is no gains in math, science, and read- to the culture of isolation in schools way to perform these complex ing with the growth of strong is the growing recognition of the tasks without distributing respon- teacher commitment to ongoing value of work in teams and small sibility for leadership among roles professional development. In these groups. The work of such teams in the organization.” kinds of communities, teachers do expresses itself through activities What can teachers do to not work in isolation. These com- that include mentoring junior col- jumpstart this leadership model in munities foster collegial working leagues, peer coaching, and site- schools? They can use their indi- relationships, use dialogue with based management. When teacher vidual talents and support systems teachers to inform and enhance teams collaborate to develop cur- to design, conduct, and participate the craft of teaching, and rely on a riculum assessments, solve class- in professional development; vol- shared commitment to one an- room instructional problems, and unteer to participate in the recruit- other and to students. explore new pedagogical tech- ment, selection, and induction of A common thread that per- niques, the result is an improve- new teachers; and recommend meates achieving schools is the ment in shared knowledge that new professional-development presence of strong teacher lead- produces a stronger sense of pro- practices for faculty colleagues. ership that works with school ad- fessional community. Gordon If distributed leadership is to ministrators to distribute tasks Donaldson (2001, 79) reported, have impact, the focus must be on and assignments within and “American schools are experiment- the core mission of schools—that is, throughout school organizations. ing with interdisciplinary teams, to improve the teaching-learning In these settings, wise school 28 Kappa Delta Pi Record • Fall 2003 leaders work with teachers to explain tional certifications, special in curriculum and standards- the importance of data in decision- seminars they led or attended, based instruction, and learning making, shape important learning conducting and sharing research the skills of reflective practice, goals, establish a positive culture, at faculty meetings, publishing consensus, action research, and and realign resources to support an article, or obtaining a grant. problem solving. learning goals. Such public recognition for the In conclusion, teacher leader- profession would ripple ship represents a powerful ap- Empowerment throughout the entire commu- proach to assert the true profes- There is much that teachers nity and beyond. sionalism that educators have long can do to promote their own sense In an era of participatory gov- been seeking. As this article sug- of professionalism. To be truly ef- ernance that weaves through the gests, opportunities abound for fective, teachers must become life- mission statements of many orga- teachers to contribute to school long learners of the new pedagogy nizations, teachers have every reform by demonstrating their and embrace technology. They right and the expertise to contrib- leadership skills. Barth (2001, 78) must build partnerships with col- ute their talents. According to reminded us, “reformers are those leagues, parents, business, and the Roland Barth (2001), himself a who know something about the larger community. Fullan and former teacher and principal and organization, have a vision leading Hargreaves (1992) identified a strong advocate of teacher em- to a better way, can enlist others in guidelines that would coincide powerment, there are at least 10 that vision, and can mine the gold with a new definition of profes- areas of governance that lend to of everyone’s craft knowledge to sionalism. They included a need to teacher leadership: discover ways to move toward that practice reflection, develop a risk- • choosing textbooks; vision.” Who better than teachers taking personality, trust process as • designing curriculum; to pursue the call for reform? well as people, commit to working • setting standards for student References with colleagues, seek variety, avoid behavior; Barth, R. S. 2001. Learning by heart. San Francisco: balkanization, balance work and • setting school-promotion and Jossey-Bass. Bloland, P. A., and T. J. Selby. 1980. Factors life, redefine one’s role to extend student-retention policies; associated with career change among secondary school teachers: A review of the beyond the classroom, and engage • deciding school budgets; literature. Educational Research Quarterly 5(3): 13–24. in continuous improvement. • selecting new teachers; Darling-Hammond, L. 1997. The right to learn: A Teachers also must believe that • selecting new administrators; blueprint for creating schools that work. San Francisco: Jossey-Bass. education is a profession as noble • evaluating teacher perfomance; Donaldson, G. A., Jr. 2001. Cultivating leadership in schools: Connecting people, purpose, and as any other. Imagine the impact • determining staff develop- practice. New York: Teachers College Press. Elmore, R. 1999. Leadership of large-scale that teachers could have on stu- ment needs; and improvement in American education. Washington, D.C.: The Albert Shanker Institute. dents, parents, and the community • deciding special class place- Fullan, M., and A. Hargreaves. 1992. What’s worth fighting for? Working together for your school. if they hung their college degrees ments for students. New York: Teachers College Press. Goodlad, J. I. 1984. A place called school: Prospects and awards on the walls of their So what does the portrait of a for the future. New York: McGraw-Hill. classrooms to demonstrate their teacher leader look like? Generally, Mann, L. 2000. Finding time to collaborate. ASCD Education Update 42(2): 3. professional competence! Still the composite teacher leader is Newmann, F. M., and G. Wehlage. 1995. Successful school restructuring: A report to the public and more powerful would be a group of one who likes and works well with educators by the Center on Organization and Restructuring of Schools. Madison, Wis.: The teachers who distributed their people, is dependable and honest, Center. Riordan, K. 2003. Teacher leadership as a strategy business cards. Sounds startling, is a lifelong learner, demonstrates for instructional improvement: The case of the Merck Institute for Science Education. but the whole notion of teachers as a strong faith in the school and in Philadelphia, Pa.: Consortium for Policy Research in Education: University of leaders is equally startling consid- colleagues, and is a good listener. Pennsylvania Graduate School of Education. ering the penchant for tradition The teacher leader also demon- Singh, K., and B. S. Billingsley. 1998. Professional support and its effects on teachers’ and orthodoxy in schools. Boards strates administrative potential commitment. Journal of Educational Research 91(4): 229–39. of education and teacher leaders and possesses important techni- Singh, K., and L. M. Shifflette. 1996. Teachers’ perspective on professional development. should recognize professional cal skills required for program im- Journal of Personnel Evaluation 10(2): 145–60. Theobald, N. D. 1989. Whether in knowledge or in milestones in the lives of their col- provement. Professional develop- ignorance: An econometric model of K–12 public school teacher retention. Paper leagues—for example, the award- ment for teacher leaders focuses presented at the Annual Meeting of the American Educational Research Association, ing of advanced degrees, addi- on improving one’s content skills 27–31 March, San Francisco. ERIC ED 307 688. Kappa Delta Pi Record • Fall 2003 29