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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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One key takeaway from the reading is that there is not one "correct" way to lead. Teachers have to figure out which leadership style works best for them and their personalities as well as for their school culture.

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What are some ways I can use what I have learned today to foster leadership traits within my students?

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"Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened be engaging with colleagues." This is a powerful testament to the power of school culture, especially within a PLC. I've seen those dreams be reignited by others, and I've also seen spirits doused by others' pessimism.

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One key takeaway from the reading is that being a teacher leader is more than just leading in the classroom. It spreads as far as the community when you are a teacher leader.

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Question: Which leadership style is most effective?

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One key takeaway from the quotes was the "community" part. Leadership is truly a community. It's made up of those as learners and leaders but we all need each other.

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Question: how do I know what leadership style is best for me and my school?

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One key takeaway is that leaders are focused on improving their craft. We never stop learning!!

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Question: How can I get out of my comfort zone to know others and lead them well?

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One key take away is that teacher leaders share the ultimate goal of student learning through collaboration, building relationships, constantly learning individually, and engaging within the community inside and outside or school.

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Key takeaway - Teachers who are leaders lead within and beyond the classroom. Not only do we need to assist our cohorts in teaching, but sometimes they need help outside of the classroom.

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Question: How do I lead teachers who are not a fan of being led?

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Key takeaway: "(Teacher leaders) are reflective, inquisitive, and focused on improving their craft," (Lambert). The key word, for me, is inquisitive. In the past, I have been in a district where leaders made decisions but never explained WHY or reflected on failures, which made me question their leadership. If a leader doesn't reflect or ask the hard questions, it creates a culture of distrust.

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One key takeaway: Teacher leaders can create a positive community by building relationships with colleagues and students.

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Teacher leaders lead beyond the classroom. I think that this is so important going back to building the "village". When leaders show up and lead beyond their four walls; students, coworkers, and community members take note and are more likely to buy into the happenings within the four walls.

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Question: How can I better lead teachers whose strengths are different from my own?

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One key takeaway from the reading is that being a teacher leader involves more than just leading. It is building a community, active involvement in every area, always being an example, asking for help when needed, and more.

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One key takeaway from the reading is that that being a teacher leader is more than what is happening in the classroom. Being a teacher leader involves the community and our colleagues, all while focusing on improving ourselves and being there for others.

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Question: How can I ensure other quiet, strategic thinkers like myself, feel heard and encouraged?

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What strategy and model will best fit within my grade level that has multiple first, second, and third year teachers; along with a new to us principal.

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How can I lead others who do not want to be lead?

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Question: How do I become a better leader for those who respond to leadership styles other than my own? How do I switch from one style to another while being consistent?

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Question: How can I create better relationships with all team members?

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One takeaway from these quotes is that they all mentioned something along the lines participating and collaborating with our fellow educators. I really loved how it was worded in Lambert's quote: “Teacher leaders are those whose dreams of making a difference have either been kept alive or

have been reawakened by engaging with colleagues".

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When entering the profession, we dream of changing kids lives, but we can impact so many more kids as a teacher leader through impacting your school, community, families, staff, etc.

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Key Takeaway:

There was a particular phrase that caught my attention as I read through the quotes provided in the reading. "Leadership, not leaders is the key to the new revolution in transforming schools." I find this particularly profound because I feel that all too often a person is placed in leadership roles so that the position can be filled, but filling positions is not going to bring about change, building those leaders into individuals with impactful leadership skills will.

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How can you create an even larger impact by initiating/inspiring a whole school of teacher leaders?

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Key takeaway: the intentionality of it all; to lead is to be focused on contributing, collaborating, and mutual, consistent learning.

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One take away from the reading that I had is that while each leadership style was divided with descriptions it never specifically said that leaders could not be versed in many styles. I believe the ability to adapt between styles based on your teacher is a sign of a good leader.

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Question: How do I lead an older teacher (who doesn't want to change) into doing best practices for students in our classroom today?

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Lingering Question:

What do these leadership models look like fleshed out in a local building-level system? What conversations can I begin that will direct our team to maximum growth for administration, teachers, and students?

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One key takeaway from the reading is that teachers can be "kept alive" or "reawakened" by engaging with colleagues. Being a leader should be keeping our teams alive or reawakening their desire to make a difference. We can all grow stale in our environment, so it is important to keep our teams engaged and thriving.

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One question I still had was on the Complexity Leadership

Theory I and II. I just felt there wasn't enough information on what this looks like. I did not really see the difference in the styles. I think an example to clarify what type of leadership style this is would help me.

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One key takeaway from the reading is that teacher leadership extends far beyond the walls of a single classroom. Effective teacher leaders help to connect school improvement efforts with everyday teaching. By collaborating with colleagues, sharing expertise, and modeling reflective practice, teacher leaders can drive meaningful change in their schools and inspire others to continually improve their craft. Teacher leadership is not about authority; it’s about influence and a shared commitment to better outcomes for students.

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One idea I found important was, "Teacher leaders are those whose dreams of making a difference have either been kept alive..."

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Key Takeaway - Teacher leadership does not only involve the classroom it goes beyond, it includes colleagues and it includes contributing to the community.

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A lingering question I have is: How can schools build a culture that consistently supports and sustains teacher leadership among all staff members, especially those who may feel hesitant or lack confidence to step into leadership roles?

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Question - How do we lead those who do not see a need to have teacher leaders?

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How could these different leadership models be presented to/used by students to get them more involved in leadership of their school?

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Question: How do you help teachers how just don't want help, no matter what you do?

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Question: How can I be an effective leader while getting the things done that need to be done for my students while being a leader to others in the building. Balancing everything feels tough and that I will sacrifice one thing for something else. Also, while maintaining a work life balance.

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There are many ways to lead, various components in leadership, and leadership extends beyond the classroom.

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One key take away from the reading would have to be teachers who lead are not only leading in their classrooms, but leading in the community of the school.

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Question: How can I lead well if the people pleaser in me always hesitates to speak up?

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Should the leadership style have more to do with the individual or the environment the individual is leading in?

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Question:

What strategies will be given on how to make sure you are continuing to do the job of being a teacher leader but also making sure that you are giving your students everything they need to be successful?

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My key takeaway from the reading is that teachers who are leaders lead beyond the classroom. They show up and involve themselves as part of a larger learning community. They contribute and are focused on improving rather that completely redoing.

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A takeaway for me was that school improvement is not dependent on a decision of one leader in the school. It takes shared leadership and collaboration to improve schools.

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I summarized the three quotes with the following takeaway: Leaders take action to make a difference, in & beyond the classroom, by setting the example, influencing others, and intentionally building others around them.

There are many leadership models, but I feel they all involve action and service, but most importantly being the example. Leaders have to be willing to show others what their expectations look like, and then come alongside them to help them develop those attributes.

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One key takeaway from the reading is that teachers MUST form close relationships with colleagues. Those are your people. Those are the only people who truly know what our jobs entail, and can help in ways others simply cannot.

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Question: How do you promote shared leadership among those who don't participate?

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What can we do as teacher leaders when others are so overwhelmed with the tasks that their leadership skills are hijacked by despair, disunity, and simply turns to complaints? How can I become an influencer to go to the deeper issue that they want to make a difference but only see roadblocks in their way due to student behavior, red tape from legislation/issues, or the most common, real struggles in their own life? How can I get THEM to see their own leadership skills as useful and noticed?

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Question: What are some strategies we can use to lead those who don't want to change or grow?

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How do I become a leader to others who refuse help or aren't interested in help from anyone?

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One key takeaway is that being a leader is creating connections everyday both inside and outside the classroom. It is keeping our practice "alive" so that we can make positive impacts within our village. A good leader should focus on collaboration and being able to adapt to the needs of your fellow teachers.

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Something that resonates with me after reading the different types of leadership roles is that not everyone is suitable to lead in all situations requiring leadership. We are all different individuals that bring something positive to our work environment, and by figuring out which leadership role is most suited to your personality, will help contribute to the one common goal that your campus/district share, which is to be effective and successful leaders.

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Leadership skills aren't meant to fit into just one box. A true leader is well rounded and is always improving and honing in. When you create a culture worth being a part of, people what to be in on the change.

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One key takeaway is that leadership styles not only have a distinct 'flavor' within different personalities, but also a unique ebb and flow between different leadership models.

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One key take-away from the reading is being reflective and self-aware. As a teacher, I'm always looking at what I can do better and how I can change things to make a positive impact. I think it's important to have those same values as a leader so you can more effective when working with/helping colleagues.

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Question: How do I better lead teachers who don't take leadership from others well?

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One key takeaway from the reading is that sometimes the most effective leader is the one who models for others.

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How do teacher leaders build credibility and influence among colleagues?

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Question: How do I lead/involve people who don't want to be "part of the family"?

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Which leadership model will be most effective at my school?

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Teachers are reflective and focused on improving their craft. We are always looking for new and innovative ways to help our students both in learning and growing as an individual. We participate in inservices, PLC, and collaboration.

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How can you be a leader without actually having the power to make decisions?

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My key takeaway is that leadership starts from within. In order to grow in this profession, we have to have a solid understanding of our own values, strengths, and identity as an educator, while also having a growth mindset and the willingness to learn from others.

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Question: As an executor, I sometimes get so focused on my "checklist" that I might lose sight of the bigger picture. How can I make sure that I'm being helpful for colleagues that may have a different leadership style than me?

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How can I be a leader to someone who has more more experience than me and may not take me seriously?

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Quote: Linda Lambert (2003) connects the aspirations of teacher leaders to the vocation of a teacher. “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. They are reflective inquisitive, focused on improving their craft, and action oriented; they accept responsibility for student learning and have a strong sense of self” (p.33)

Words that stood out:

"Dreams of making a difference"

"Reawakened by colleagues"

"Reflective"

"Focused on improving their craft"

Key takeaway connects to my "why" :

My personal "why" for teaching (kids and adults) is to develop a belief in others and their abilities and potential so that they can achieve their goals and dreams.

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Key Take Away: “(T)eacher leaders should do the following, translate principles of school improvement into individual classrooms and individual practices, often the means of school improvement". This quote resonates with me as it reminds me "change starts with me"! Even as a newer teacher leader I can make a big difference within my classroom first! This is just encouraging!

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Question: How do I help encourage teachers who dreams of making a difference have not been kept alive, or are increasingly negative?

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Key Takeaway: Teacher leaders lead within and beyond the classroom. They have to play many roles to help create a positive learning environment for all students and staff.

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Question: How do I help lead others that may not be receptive to help?

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Being a teacher leader means that I effectively wear four hats: the broker, the participant, the mediator, and the learner. To be effective, my classroom or collaborative team meetings must translate/model the principles of continuous school improvement. I willingly and positively promote and participate in problems of practice/improvement, confidently position myself as a source of expertise and information on teaching and learning, and build strong relationships with colleagues that emphasize a shared commitment to growth and learning.

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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." - Linda Lambert

I love Ms. Lambert's quote. It speaks to my passion for this profession. I am always inspired by my colleagues -- and my students. I am excited by the opportunity to learn more and to improve as a teacher -- to grow with my profession.

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Lingering Question: I always have the same question, "How can I be better?" In this situation, "How can I be a better leader?" What is the best way for me to lead?

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Key Takeaway: A teacher leader must work with others by adapting their leadership style in order to create a culture of collaboration.

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How do I make sure my team meetings reflect the principles of continuous improvement?

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One key takeaway from today's reading is that there are mulitiple ways to lead in the educational setting. Teachers have to be willing to bend and adapt to the ever changing dynamics of today's students and yesterday's teachers.

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Lingering Question: How do I help those who show no willingness to actually make changes?

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One key takeaway from the reading is that there are multiple ways to lead, and as a leader, you must be honest, show compassion, demonstrate stability, and offer hope to enable followers to feel safe. The beauty of leadership lies in its adaptability—the way you lead can change for every situation, but the core should be to empower those around you to be their best selves.

The classroom is like a fishbowl, as everything that happens in it is visible to others, just like fish swimming in a clear bowl. It's an open environment where teaching and learning are continuously visible, reminding us to act with integrity, intentionality, and awareness of influence. Therefore, while we have the title as a teacher yet are so much more we can reach beyond the classroom walls as we model qualities that are beneficial outside of the classroom

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Lingering Question: How do I get parents and administrators to look beyond what the data is showing and actaully see the learner for what they are capable of achieving rather than their weaknesses?

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Take away- one sentence

Influence others toward improved educational practice.

one phrase

They are reflective inquisitive, focused on improving their craft, and action oriented; they accept responsibility for student learning and have a strong sense of self”

I also love Lambert's quote.

Takeaway-

We are all passionate about what we do and we all want to do it better.

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What are some ways for teacher leaders to avoid taking rejection of help personally?

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One thing takeway was the quote, "identify with and contribute to a community of teacher learners and

leaders, and influence others toward improved educational practice”. Collaboration is key along with a growth mindset not only for students but teachers as well.

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I have the same question as Brittany. In addition to her question, how do we help those who reject our help?

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One key take away is the key to transforming schools is leadership. Leadership begins with the principal's role to create a positive school culture

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Question: How do I write a teacher observation for new teachers that inspire them to continue and not give up?

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One key take away I have is that there is true power in recognizing that a leader doesn't have to be great at everything. A true leader will find people who strenghten them and make them better.

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Question: How do I lead teachers who aren't wanting to accept the help of their team around them? What can I do to encourage them to accept this help?

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What can I do to make sure that we are all on the same page without making anyone feel that they are not being heard?

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One key take away is communication is very important when being a leader.

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One key takeaway that I had was that there are so many styles and you might be in multiple roles depending on who you are leading.

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What type of leader am I most?

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One key takeaway from the quotes is that as leaders we have many different hats we wear and it kind of related to how I feel as a Kindergarten teacher. As a Kindergarten teacher I have many different jobs.

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*Question: How do you get staff to feel like you are a leader if you have less years of experience compared to them? Especially when they are so used to the "old way" of things and do not want to change any aspect of education.

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One key takeaway is from Linda Lambert's quote, "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." I am in year 27, and I am enjoying my job now more than ever. I feel like I have been rejuvenated over the past few years with a new passion for teaching, even though I am nearing retirement. I feel as if I am making more connections with my colleagues, both in and out of the math department. I also feel as if I am closer to my students now than ever before.

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We had a new teacher in our department who stayed for 2 years. I offered help and guidance countless times, and she rarely took it, even when she asked for it. She wanted to complain about administration more than receive help. I am wondering if there is something I could have done to help her more???? Hopefully after this training I will be better equipped to deal with those types of personalities.