Regie Routman makes this bold statement in Read, Write, Lead: “Teachers must be leaders…” But why? Our goal and focus should be our kids and our classrooms, right? Well I agree with Routman, and would argue that the success of our students is not mutually exclusive from taking leadership roles in our building, but rather, is dependent upon us doing so. Here are 5 attributes of a “Teacher Leader”:
1. Someone who is not afraid to get messy: On p. 11 of her book, Routman speaks of the importance of knowing what excellence looks like on every grade level. Setting clear goals and determining benchmarks, and then aligning this with student learning objectives and the CFIP process can be time consuming and messy. A teacher leader does not shy away from this: They should be willing to roll up their sleeves and get to work.
2. Someone who can garner staff buy-in: On p. 17, Routman shares what is necessary for staff to buy into an idea that would change the status quo. A teacher leader must articulate the needs of the school in a way that compels other teachers to see that change is needed. They do this by using data to drive conversations, and the data is presented in a clear way. Often times when it comes to professional learning opportunities and data discussions, the need for change is not articulated, and so a sense of urgency is lost. A teacher leader must get the staff to own what is going on.
3. Someone who can be trusted professionally: I speak from personal experience when I say that change can be very hard when trust is lacking at a school. Routman attests to this, stating that you cannot learn from someone that you do not trust. A teacher leader must presume competency of all teachers, giving them the benefit of the doubt that they are committed to students. A teacher leader seeks to build personal trust as well.
4. Someone who is a positive deviant: I was challenged on page 25, because often times teachers like myself can fall into a rut of helplessness, shifting the blame of their student’s low performance on outside factors. To some extent, poverty especially, plays a key role in student success. However, a teacher leader acknowledges the outside challenges, and faces them head on by keeping expectations high for their students and putting 110% into what they do each day, understanding that they cannot control what happens in their child’s home, only what happens when they are instructing the child.
5. Someone who is willing to share what they know: Teacher leaders take the time and are patient enough to coach other teachers who may not be as urgent in their instructional practices. Teacher leaders must see the bigger picture, understanding that success goes beyond their classroom or group of students, and that a school is only as strong as their weakest teacher.
Teacher leaders are important to a school, because they are the engine that drives a school to meet its goals. They encourage and prepare staff to be the best that they can be. They teach with a sense of urgency. They are trusted, professional problem-solvers who keep students at the forefront of conversations.
1. Someone who is not afraid to get messy: On p. 11 of her book, Routman speaks of the importance of knowing what excellence looks like on every grade level. Setting clear goals and determining benchmarks, and then aligning this with student learning objectives and the CFIP process can be time consuming and messy. A teacher leader does not shy away from this: They should be willing to roll up their sleeves and get to work.
2. Someone who can garner staff buy-in: On p. 17, Routman shares what is necessary for staff to buy into an idea that would change the status quo. A teacher leader must articulate the needs of the school in a way that compels other teachers to see that change is needed. They do this by using data to drive conversations, and the data is presented in a clear way. Often times when it comes to professional learning opportunities and data discussions, the need for change is not articulated, and so a sense of urgency is lost. A teacher leader must get the staff to own what is going on.
3. Someone who can be trusted professionally: I speak from personal experience when I say that change can be very hard when trust is lacking at a school. Routman attests to this, stating that you cannot learn from someone that you do not trust. A teacher leader must presume competency of all teachers, giving them the benefit of the doubt that they are committed to students. A teacher leader seeks to build personal trust as well.
4. Someone who is a positive deviant: I was challenged on page 25, because often times teachers like myself can fall into a rut of helplessness, shifting the blame of their student’s low performance on outside factors. To some extent, poverty especially, plays a key role in student success. However, a teacher leader acknowledges the outside challenges, and faces them head on by keeping expectations high for their students and putting 110% into what they do each day, understanding that they cannot control what happens in their child’s home, only what happens when they are instructing the child.
5. Someone who is willing to share what they know: Teacher leaders take the time and are patient enough to coach other teachers who may not be as urgent in their instructional practices. Teacher leaders must see the bigger picture, understanding that success goes beyond their classroom or group of students, and that a school is only as strong as their weakest teacher.
Teacher leaders are important to a school, because they are the engine that drives a school to meet its goals. They encourage and prepare staff to be the best that they can be. They teach with a sense of urgency. They are trusted, professional problem-solvers who keep students at the forefront of conversations.