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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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Teacher leaders lead within and beyond the classroom. This is not just about becoming a better teacher professionally. It is about positively impacting the entire school community.

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As a teacher leader, what is the best way to deal with resistance to help or constructive criticism? What are some of the best ways to resolve conflict, specifically with someone who doesn't want help?

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Good teacher leaders take their own advice. They must lead themselves and their classrooms if they intend to effectively lead others.

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The word I picked out from the text was "influence". It will be difficult to influence positivity and reflectiveness as a culture if we are not forging close relationships with colleagues. We don't have to be best friends; but we have to trust each other.

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Teacher leaders positively impact their students and community by influencing others to improve and create a better culture.

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What is the best way teacher leaders can increase teacher efficacy as a culture in the school?

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Teacher leaders lead within and beyond the classroom, positioning themselves as a source of expertise, and accept responsibility for student learning.

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"accept responsibility for student learning" Teachers recognize their role in ensuring that students acquire skills/knowledge/understanding and that includes being accountable for their academic progress and the well-being of students.

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I was curious if I am supposed to take this training with the lens of having a student intern who inspires to become a teacher or as a teacher leader within my school or both?

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Leadership is more than just getting things done (I'm an executor)! It's about connecting with others so that execution supports collaboration and shared goals. Phrase for me: Building trust while getting it done! One word: Balance. I want to grow from being the "doer" to also building connections. From execution to connection, evolving!

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Sentence-"Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues or working within a professional culture." This was me 3 years ago.

Phrase- Engaging with colleagues

Word- Reawakened

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Leadership models imply I will need to be more flexible and adaptive for my future work. Different situations require different approaches so I may need to adjust my strategies to meet their needs.

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My lingering question is: How can I positively impact my school (more than just being a mentor teacher) when I am not on the Leadership Team?

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How can teacher leaders continue to nurture and sustain that sense of purpose?

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A key takeaway from the reading is the crucial role of a shared vision in effective teacher leadership. It's not enough for individual teachers to have great ideas; true leadership involves collaboratively developing and committing to a common direction for the school's improvement. When a vision is jointly created and owned by the faculty, it fosters buy-in, coherence in practice, and sustained change. This shared purpose aligns individual teacher efforts with school-wide goals, making teacher leadership a powerful catalyst for systemic enhancement.

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Do I need to be more open to all the Leadership models? Or is it ok that I'm comfortable with just a few.

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A question that still lingers around teacher leadership is:

How can school administrations ensure that teacher leadership roles and responsibilities are equitable and don't disproportionately burden already overstretched teachers or inadvertently create a two-tiered (leaders vs. teachers) system?

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How can you effectively inspire and engage colleagues in a shared vision for improvement... when there are differing priorities/resistance?

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Teacher leaders recognize individualism but strive to be inclusive and collaborative. A teacher leader focuses on participation and engagement-not authority. Teacher leaders reflect and consider their own role in influencing collective educator/student efficacy across their school.

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Creating school improvement goals as a teacher leadership team.

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I loved the part of the quote that said, "Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues..." When I read this, it brought to mind the principal from Louisiana and her passion and drive, which were so very evident. Leaders who are actively involved with those whom they lead are the most effective. Leaders who transform are those who motivate and model at the same time.

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As a teacher leader, how can one encourage others to be collaborative? How can I inspire trust?

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If I desire to be a transformational leader, what tools do I need in my toolkit to accomplish this? More education? More PD? More opportunity to mentor?

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A key takeaway for me is that to be a leader one must first reflect on their self and then must also take time to forge meaningful relationships with those they are leading.

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Lingering Question: How to effectively motivate a team when changes are needed? At times it seems it's hard to get positive buy in from stakeholders. How to effectively manage a "Debbie Downer" so that the negativity doesn't come into the group. 

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Lingering Question: How to effectively motivate a team when changes are needed? At times it seems it's hard to get positive buy in from stakeholders. How to effectively manage a "Debbie Downer" so that the negativity doesn't come into the group. 

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Two key take-aways from the reading was that teacher leaders should, "position themselves as sources of expertise and information on teaching and learning; and forge close relationships with colleagues that emphasize mutual learning."

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A lingering question: How can teacher leadership ensure the success of teachers to impact sustainability and the success of students using the leadership models?

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To be an influencer, a leader must be involved in the collaboration process and position themselves as a source of expertise while building strong relationships.

I connect with Linda Lambert and her ideas: Collaboration strengthens our desire to make a difference.

The word that resonates most with me is in the leadership models: adaptive. This word is also my "push" as a leader.

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One question I still have is the "how." How do you shift between leadership models but still maintain consistency?

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Sentence. "Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues or working within a professional culture."

Phrase. "Teachers who are leaders lead within and beyond the classroom"

Word. Collaboration

I think I have jumped at every opportunity to learn something new to help my students, but the best learning, the best outcomes and the most rewarding moments are always the ones where I engage and collaborate with colleagues.

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How do we help other teachers recognize that being a teacher IS being a leader? And as a result, they may not be on a specific, named leadership team, but they are always part of the leadership team because of their work with students?

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Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues or working within a professional culture.

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How do I recruit others to give more or to even care about leadership cultures when they are mired in their own challenges?