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Click on the plus icon from in the bottom right hand corner of the screen.

On the pop-up, add your name, then record a key takeaway from the reading, then click publish

On a second pop-up, add your name, then record a lingering question around teacher leadership.

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Leadership expands out of the classroom.

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When schools try to force teacher leadership by forming PLCs and not giving adequate training, are they making it more difficult for actual teacher leadership to form in the future?

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Teacher leaders should be reflective and evaluate their own teaching, seek feedback, and adjust their practices to better meet the needs of students and colleagues. Reflection is key to growth, both for themselves and those they mentor.

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How do you lead teachers who are more experienced in the profession and are not open to change or collaboration?

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Key Takeaway: Teacher leaders are focused on improving their own craft and improving their school overall.

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How do we position ourselves "as a source of expertise and information on teaching and learning"?

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Leaders should be there to learn, grow, help, support, and expand thinking not just inside the classroom, but outside the classroom as well. Feedback, is very important too- teachers like to know whatever there is to know.

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How to we lead teachers who are close minded and won't look at integrating and growing in the "new" things this generation has to offer?

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Key Takeaway: Lead teachers should show the neverending evolution of knowledge and instruction by continuing their personal growth while working within the bounds of the building, school, and district goals.

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Successful teacher leaders are open minded and collaborate with one another to encourage best practices for student learning.

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Teacher leaders need to be reflective; whether thats in their lessons, leading, or interacting with staff/students. We are always learning and we need to be able to reflect on the things that worked or didn't work.

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My question is similar to Hilary Mullins. Aspiring teachers are often very open to being lead and shown strategies; however, in many meetings, the veterans do not feel as if there is anything else for them to learn. How does one help and support veteran teachers who are less than willing to engage in new ideas?

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How can you implement change when change is not welcomed?

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Key Takeaway: Leaders need to be collaborative, communicative and always trying to get better.

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How can you communicate to other experienced leaders that sometimes change is needed ?

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Teacher leaders should always be willing to learn more and reflect on new leadership skills. The more we know about the different domains which allows us the ability to work together.

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Leadership stems from a community of teacher leaders. Not all leaders share the same strength. If recognized, this is something that can enhance a building's success.

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How do you get people on board with new ideas that might increase workload?

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How can you implement change when older teachers are not open to change? Its hard to change teachers that are set in their ways.

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How do you build awareness of different leadership strategies among other teachers?

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Key Takeaway: Teacher leadership is not about titles or positions, it's about influence, collaboration, and a commitment to continuous improvement that extends beyond one's own classroom.

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Leaders inspire others, and not just in their classrooms, by collaborating, reflecting, and taking responsibility.

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How can schools create the time, structures, and support systems necessary for teacher leadership to thrive without overwhelming teachers already carrying full classroom responsibilities?

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Teacher leaders spend time analyzing themselves and how they can improve their practices. They take ownership of student learning and focus on how their practices affect student outcomes.

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I love Marilyn Katzenmeyers quote. Leadership definitely goes beyond the classroom. I love that she used the words influence, contribute, and community!

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How do teacher leaders effectively balance their classroom responsibilities with their leadership roles?

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Are there certain Leadership Models that work significantly well together or some that you do not combine at all?

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Question: What are some things I can do when collaboration feels one sided?

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Key Takeaway- Teacher Leaders collaborate, reflect, focus on continued growth and team building.

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How do we lead teachers that are just worn out and feel "defeated" on our team?

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How can teachers with less experience lead teachers with more experience? There is frequent push back. I have been placed in leadership roles before by school admin, and there is often conversations about my "ability" before said peers have even given me the chance. How does one overcome those barriers?

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Teacher leaders need to be willing to grow and change within and without the classroom as things develop throughout buildings.

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Teacher leadership is going outside of the classroom and out of your comfort zone at the same time. It involves collaboration, ongoing learning, and a decision to commit to improving not only our student's education, but also our teams in the school and outside of the school.

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Much like Annabeth and Erin's comments, how do we lead a team that is close minded or not open to collaboration or growing?

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How can teacher leaders support others when asked, giving conflicting schedules, bell to bell workdays, and some unwilling to come in early or stay late?

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Key Takeaway: Lead teachers have many important roles within and beyond their classroom. They need to be influencing others to be better, focused on improving themselves, being able to accept responsibility, promote school improvement through collaboration, and ensuring they develop good relationships with colleagues.

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Takeaway- I enjoyed learning about the four domains of leadership. Each having their own special strengths that enhance a team, and also depending on one another for the team to be successful.

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Lead teachers are teachers whose influence reaches into every aspect of their school communities and affects each stakeholder positively to encourage student growth.

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Lingering Question: How do you balance your time of being a lead teacher? I feel like I am good at working with my grade level team, but outside of that is a struggle.

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Question- What to do if your team happens to be made up of too many of one specific leadership style? Such as a group of heavy executing style members that have difficulty accepting different opinions. As someone who is definitely more of a relationship building style, I find I often lack confidence to speak up against those who may be more of the executing or influencing style.

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Key Takeaway: Teacher leaders continue "toward improved educational practice."

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Should teacher leader teams be divided into curriculum team, guiding team for policies and procedures, discipline team, etc or just one main team that deals with all of those as needed?

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One key takeaway I got from the reading is while there is a wide range of leadership styles and ways to accomplish goals, the main theme is that teachers are still in the profession to make a difference in those around them.

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This has affirmed my belief that all teachers are leaders, but we lead and are best led in a variety of ways.

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How do you best lead and support teachers outside of your core subject?

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Lingering Question: How do you lead those who do not welcome leadership or change?

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Key takeaway- Lead teachers are willing to reflect on their practices so they may improve. They remain open-minded when presented with new ideas and communicate those ideas with others to help promote student achievement.

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Teacher Leaders must perform many roles or wear many hats. They must be the broker, participant, mediator, and learner for true leadership to happen.

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How do we best help teachers, as Linda Lambert said, keep their dreams alive of making a difference and/or help them reawaken that dream?

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It is important for leaders to reflect on their own practices and understand that leading goes beyond the classroom.

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Teacher leaders have desire and motivation to improve themselves as leaders/learners as well as the school community as a whole through understanding, collaboration, adaptiveness/reflection, and effective implementation.

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How do you lead those who don't want to be led?

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Question- How can you be a lead teacher when others are not open to collaboration or do not have a growth mindset?

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Teacher-leaders approach their role with a growth mindset, actively seeking to improve school processes, relationships, and learning—starting with their own. They prioritize collaboration, value the perspectives of all educational stakeholders, and work toward shared goals that support both individual development and the collective good of the school community and society at large.

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Key Takeaway: Leaders are willing to work with others to try and find ways to reach the goal, research to find ways to overcome the problems at hand.

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How can teacher leaders, who are collaborating to implement positive change and growth for students, navigate top-down decisions that can seem like a barrier to improvement?

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A teacher leader must be willing to reflect on what is going on in their own classroom before they can lead others in the right direction. All the right words mean nothing if they aren't following their own advice and modeling how to reflect and take advice from others.

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How do we find the time to make sure we do all the things to be a successful leader with out sacrificing our original duty at the school (teacher, interventionist, etc...) To collaborate we need to be out of the classroom. Also, how to we relay criticisms in a positive way to create change and not make someone feel torn down?

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Leaders should guide a team and promote the (individual) teachers' confidence that will help achieve the goal (the leader knows) they are capable of attaining. Trust and reinforcement are appreciated!

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"Teacher leaders are those whose dreams of making a difference have either been kept alive or reawakened..." My big question is how do you give that reawakening to others, how do you keep that dream alive for struggling teachers?

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Key Takeaway: Leadership is an action and takes a diverse understanding to do it successfully.

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How to do you assist others in the realization that sometimes change is needed and can be beneficial?

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Key takeaway: Leading is more than just being in the front. It is constant learning, reflecting, and communicating, which allows one to become a good leader.

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Key Takeaway:That teacher leaders lead inside and outside of their own classrooms. Teacher leaders can influence curriculum and school policy.

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Teacher leadership is grounded in reflection, collaboration, and a commitment to both student learning and school improvement.

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It takes a lot of self-awareness to identify leadership strengths and weaknesses- are there any free tools, quizzes, or resources available that can help us better understand ourselves and others to become more strategic in impacting positive changes?

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Lingering Question:

What is the best approach to getting others excited and on board with this practice?

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Question: In what ways can a professional culture sustain a teacher’s sense of purpose and capacity to lead beyond the classroom?

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Question: How do we "reawaken" the dreams of making a difference when the time we have to lead is seen as an imposition? (Time is a very precious gift and demands are high.)

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Being a teacher leader is more than just the traditional leading route. We can all be leaders in some capacity at our school with our different personalities and strengths. It is so important to know and recognize the strengths of the ones around you to effectively create a collaborative learning and teaching community!

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Teacher leaders should be honest, consistent and fair. How do you find the balance between good leadership and being intimidating?

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Key Takeaway: Our influence, energy and impact is dependent on the relationships with make with people within our profession.

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Question- As many have commented, what should one do if they are met with push back or negativity or some that are just not willing to work well with others?

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Lingering Question:

How can I share my leadership skills beyond my small departmental area within my school?

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Key Takeaway: teacher leaders are well-rounded individuals who strive to grow themselves, their coworkers, and their school.

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How do we gain the confidence to help others to see we are well-trained educators with expertise on teaching and learning?

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Key Takeaway: Our influence as a teacher leader needs to be well rounded to help others grow around our school family. This includes our teaching community of co-teachers and administration to help facilitate successful growth.

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Question: How will I gain the confidence to share my leadership with others in my district to show my expertise in knowledge I am gaining.

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How do you lead a group when not everyone is on board to think about changing their approach?

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Key Takeaway:

Teacher leadership is grounded in collaboration, reflection, and a shared responsibility for school improvement.

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April Sartin                                                           

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April Sartin                                                           

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Key Takeaway: Leadership is a collaborative effort from a community of teachers who are open to growth, supporting, and learning from and with one another. Each leader brings unique skills and strengths, but are not in competition with what you bring to the table. We must work together for the success of our teachers and school.

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Question:

How can schools create the time, support, and structures necessary for teacher leaders to thrive without adding to their existing workload?

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How do we build a community where all teachers are on board for these teacher leaders as a part of our school?

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My AHA: new one word for this school year: INFLUENCE

Leaders forge close relationships with colleagues that emphasize mutual learning. This includes leading in my own classroom with my students.