Creating A Climate for Learning

"The most important action an effective teacher takes at the beginning of the year is creating a climate for learning." -- Mary Beth Blegan, former U.S. Department of Education teacher-in-residence

Twelve teacher-tested tips for behavior management!

According to Fred Jones' Positive Classroom Discipline, "The most widespread management technique at home and in the classroom is nag, nag, nag." "It's also probably the least effective."
How can you avoid making that technique your own and create a "climate for learning"? This week, Education World looks to the experts -- teachers who've "been there, done that" and found a better way -- for answers.
Howard Miller, Associate Professor of Education at Lincoln University (Jefferson City, Missouri) suggests 12 steps teachers can take at the beginning of the year to promote effective classroom management.

1. Develop a set of written expectations you can live with and enforce.

2. Be consistent. Be consistent. Be consistent.

3. Be patient with yourself and with your students.

4. Make parents your allies. Call early and often. Use the word "concerned." When communicating a concern, be specific and
descriptive.

5. Don't talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working.

6. Break the class period into two or three different activities. Be sure each activity segues smoothly into the next.

7. Begin at the very beginning of each class period and end at the very end.

8. Don't roll call. Take the roll with your seating chart while students are working.

9. Keep all students actively involved. For example, while a student does a presentation, involve the other students in
evaluating it.

10. Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room.

11. Keep your sense of perspective and your sense of humor.

12. Know when to ask for help.

Principalship

Principals have the power, authority, and position to impact the climate of the school, but many lack the feedback to improve. If principals are highly skilled, they can develop feelings of trust, open communications, collegiality, and promote effective feedback. Effective leaders must not forget the parable of The Blind Men and the Elephant. If principals are blind to critical information about their schools, then they could make erroneous decisions. In the complex and dynamic environment of schools, all principals need to understand effective leadership behaviors and teachers' perceptions of their behaviors. Principals must know and understand how to provide the foundation for creating an atmosphere conducive to change. Leaders must be able to correctly envision the needs of their teachers, empower them to share the vision, and enable them to create an effective school climate.

Enhancing Teacher Leadership

Strategy 14: Include Information About Teacher Leadership
In principal preparation programs, be sure to include information about teacher leadership.
• Explain the purpose of teacher leadership.
• Explain the principal’s relationship to the role of teacher leader.
Resource 60: Facilitating Support for Teacher Leadership Through Principal Preparation
Programs
Mangin, M. M. (2007, August). Facilitating elementary principals’ support for instructional
teacher leadership. Educational Administration Quarterly, 43(3).
This research study found that high levels of teacher leadership knowledge and interaction with
teacher-leaders can promote principals’ support for teacher leadership. Principal preparation
programs can increase principals’ knowledge through a focus on teacher leadership, its purpose,
and the principal’s relationship to the role.

Resource 61: Distributed Leadership Model for Preparation Programs
Georgia’s Leadership Institute for School Improvement. (2007). GLISI Distributed School
Leadership Framework: The 8 roles of school leaders™. Atlanta, GA: Author.
Retrieved November 1, 2007,
from http://www.galeaders.org/site/news/newitems/news_06162005_001.htm
Leadership preparation programs need a model that supports a flexible distributed leadership
approach that makes leadership for school improvement readily adaptable to preparation
curriculum. For example, distributed leadership embedded throughout the eight roles of
leadership (as identified by GLISI) constitutes a performance-based model that encourages
leaders at all levels in schools to work together to improve student learning.

Resource 62: The Development of Principals Who Support Teacher Leadership
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from
two decades of scholarship. Review of Educational Research, 74(3), 255–316.
More consideration of the intentional development of principals who effectively support teacher
leadership is needed. Prospective administrators should be prepared for “collaboration and
interactive leadership, dynamic leadership, and career-long professional development.” The role
of principal needs to be redefined “from instructional leader to developer of a community of
leaders within the school.” Strategy 15: Distribute Leadership Tasks
Rather than assigning all responsibilities to one person, distribute leadership tasks among a
number of people, including teachers and other members of school organizations.

Resource 63: Distributed Leadership
Institute for Educational Leadership. (2001). Leadership for student learning: Redefining the
teacher as leader. Washington, DC: Author.
In this article, there is a discussion of “distributed leadership” as a type of leadership approach for improving school quality and student performance. In this approach, the leadership functions needed in a school “are shared by multiple members of the school community.” Distributed leadership involves more people in leadership roles in the school system, generates new ideas, and creates a strong team approach to running a school organization. Furthermore, “distributed leadership can have the important effect of enhancing teacher engagement and involvement in decision making.

Resource 64: Team Leadership
Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. (2007, August). Learning-centered
leadership: A conceptual foundation. Nashville, TN: Learning Sciences Institute.
Retrieved November 1, 2007,
from http://www.wallacefoundation.org/wallace/learning.pdf
This article on learning-centered leadership discusses the importance of team leadership for
enhancing organizational performance. Distributing leadership more generally can help a school
organization reach new heights.

Resource 65: Distributed Leadership in High Schools
Copland, M. A., & Boatright, E. (2006). Leadership for transforming high schools. Seattle, WA:
Center for the Study of Teaching and Policy. Retrieved November 1, 2007, from
http://www.wallacefoundation.org/wallace/6LeadershipforTransformingHighSchools.pdf
The distribution of leadership is the key to transforming high schools. A network of shared and
distributed practice in which leadership is “stretched over people in different roles” (p. 13) leads to a dynamic interaction between multiple leaders and their situational contexts. With distributed leadership, decisions about who leads and who follows are “dictated by the task or problem situation, not necessarily by where one sits in the hierarchy” (p. 13). Conceptions of distributed leadership involve “recognizing expertise rather than formal position as the basis of leadership authority in groups” (p. 14). Instead of “centering on the principal, the expert knowledge and skills necessary to exercise leadership for the improvement of teaching and learning reside within the professional community… with which teaching staff identify” (p. 14). Resource 66: Building A New Structure for School Leadership Elmore, R. F. (2000). Building a new structure for school leadership. Washington, DC: The Albert Shanker Institute. Retrieved November 1, 2007, from http://www.shankerinstitute.org/Downloads/building.pdf
In this article, Elmore describes the importance of developing a model of distributed leadership
for large-scale improvement of instructional practice and performance. He sets forth five
principles that serve as the foundation for a model of distributed leadership focused on largescale improvement, and he presents a table defining leadership roles and functions at the policy, professional, system, school, and practice level.

Resource 67: Distributing and Redesigning Leadership Roles
Portin, B. S., Alejano, C. R., Knapp, M. S., & Marzolf, E. (2006, October). Redefining roles,
responsibilities, and authority of school leaders. Seattle, WA: Center for the Study of
Teaching and Policy. Retrieved November 1, 2007,
from http://www.wallacefoundation.org/wallace/3RedefiningRolesResponsibilities.pdf
New strategies to redefine school leadership roles include distributing and redesigning leadership roles. One example is to develop new models of leadership that are based on distributing leadership practice across the school organization and redesigning formal leadership roles.

Resource 68: Georgia’s Distributed Leadership Framework
Georgia’s Leadership Institute for School Improvement. (2007). The 8 roles of school
leadership™. [Website]. Atlanta, GA: Author. Retrieved November 1, 2007, from
http://www.galeaders.org/site/news/newitems/news_06162005_001.htm
Professional Association of Georgia Educators. (2006, September). Distributed leadership: An
evolving view of school leadership (Issue Brief). Atlanta: GA. Retrieved November 1,
2007,
from http://www.galeaders.org/site/documents/Distributed_Leardership_PAGE_art.pdf
From 2002 to 2006, Georgia’s Leadership Institute for School Improvement (GLISI) “identified
and documented eight key roles which principals must lead or must tap teams of teachers to lead.
These roles and their related job tasks begin to define the new work of leadership for school
improvement” (p. 2). Distributed leadership, as defined by GLISI, is an opportunity for leaders at every level of the school to contribute their unique value and exercise their leadership at the appropriate time to improve student achievement and organizational effectiveness in their school.
Participating in distributed leadership allows leadership potential to be developed and
recognized. With a variety of options, teachers can choose to remain in the classroom and
specialize in the teaching craft or to be trained in one or more of the eight distributed leadership roles, in which they have different responsibilities that contribute to the overall effectiveness of the school.

Strategies for enhancing teacher leadership

Strategy 3: Establish Professional Development Programs
Establish professional development programs that involve faculty members as leaders.
Resource 16: Teacher-Led Professional Development
Beasley,W., & Butler, J. (2002). Teacher leadership in science education reform: Learning from
Australian-led best practice in the Philippines. Australian Science Teachers Journal,
48(4), 36-41.
This article outlines a successful, large-scale, international teacher-led professional development
initiative. The Australian-led project has resulted in cadres of teacher leaders in district schools
in the Philippines providing continuous in-school professional development of science teachers.
This project was based on acknowledged outstanding practice in professional development and
provides “a model for Australian education authorities interested in systemic, long-term
sustainable professional development of science teachers.”
Resource 17: Teacher Leadership in Mathematics Education Reform
Center for Development of Teaching, Education Development Center. (2008). Teacher
leadership in math education reform. Newton, MA: Author. Retrieved November 1,
2007, from http://www2.edc.org/CDT/cdt/cdt_teachlead.html
Teacher leaders play an important role in a number of professional development projects of the
Center for the Development of Teaching. Many teacher development projects have teacher
leadership components that allow teachers participating in the project to take on leadership roles.
In addition, some projects have been used in other settings to build teacher leadership. For
example:
• The Developing Mathematical Ideas (DMI) Leadership Institutes—Teacher leaders
attend the DMI in the summer at Mount Holyoke College and learn how to further the
mathematics agenda at their own schools..
• The Developing Mathematical Ideas (DMI) Network—Through summer institutes, an
electronic network, and an apprenticeship program, selected teacher leaders learn to offer
DMI seminars at various sites across the country.
Resource 18: Resources for Teacher Leaders in Math and Science Reform
Center for Science Education, Education Development Center. (2006). Resources for teacher
leadership. Newton, MA: Author. Retrieved November 1, 2007, from
http://cse.edc.org/products/teacherleadership/default.asp
This site provides a compilation of resources for secondary school teachers who plan to assume
leadership roles in math and science reform. The resources are intended to support teachers in the
following leadership activities: making presentations, writing for publications, reaching out to the community, mentoring and coaching, providing professional development, and supporting
preservice education.
Resource 19: Houston Teachers Institute
Yale National Initiative. (2007). In Houston, teachers take the lead . New Haven, CT: Yale
University. Retrieved November 1, 2007, from
http://teachers.yale.edu/story/index.php?skin=m&page=000
Cooke, P. D. (2001, Fall). Generating teacher leadership. On Common Ground, 9, 1–5. Retrieved
November 1, 2007, from
http://education.vermont.gov/new/pdfdoc/pgm_assessment/summit/research_resources/ge
nerating_teacher_leadership.pdf
“Houston Teachers Institute is a partnership between the Houston Independent School District
and the University of Houston. The Institute replicates, as closely as possible, the 20-year-old
model developed by Yale University and the New Haven, Connecticut public schools. In that
model, fifteen-week academic seminars are offered by university professors to public school
teachers each fall. Through this annual set of seminars the Institute builds relationships between
University faculty and school teachers in order to strengthen teachers and teaching in the city’s
public schools. To carry out its program, the Institute relies heavily on the participation of a
small group of teachers, each of whom acts as the official representative of the Institute to his or
her school, and the school’s representative to the Institute. The Institute’s teacher-leaders guide
their colleagues into the Institute program and help orient and support them once they become
involved as Fellows. Because of the Institute’s emphasis on teacher leadership, this program is a
place where teachers are trained and encouraged to be leaders in their schools”
(Cooke, 2001, p. 1).
Resource 20: NTC Mentor Professional Development
The New Teacher Center. (n.d.). Teacher induction: Mentor professional development offering.
Santa Cruz: University of California. Retrieved November 1, 2007, from
http://www.newteachercenter.org/ti_mentor_pro_development.php
The New Teacher Center offers mentor training to experienced teachers who will then provide
mentoring and coaching to beginning teachers at their own schools.

Strategies for enhancing teacher leadership

Strategy 12: Utilize External Professional Teacher Networks
Encourage teachers to participate in external professional teacher networks. Pairing talented
teachers who have the skills and opportunities to lead with other teachers in similar situations
offers limitless capacity for success.
Resource 54: National Writing Project
National Writing Project. (2007). National Writing Project [Website]. Berkeley, CA: University
of California. Retrieved November 1, 2007, from http://www.nwp.org/cs/public/print/doc/about.csp
The National Writing Project (NWP) is a professional development network that “serves teachers
of writing at all grade levels, primary through university, and in all subjects.” NWP’s mission is to improve student achievement by improving the teaching of writing. “The nearly 200 local
sites that make up the NWP network are hosted by local universities and colleges.” Sites work in
partnership with area school districts to offer educators high-quality professional development
programs. NWP sites share a national program model; these sites develop a leadership cadre of
local teachers, “teacher-consultants,” through summer institutes; in addition, they design and
deliver customized inservice programs for local schools, districts, and universities. NWP,
through its model of developing teacher leaders, enhances the professionalism of teaching.

Resource 55: National Board for Professional Teaching Standards
National Board for Professional Teaching Standards. (n.d.).Teachers: How can teachers get
involved? Arlington, VA: Author.
Retrieved November 1, 2007, from http://www.nbpts.org/get_involved/teachers
This site offers ways in which teachers can become involved in the National Board for
Professional Teaching Standards (NBPTS).

Resource 56: Teacher Leaders Network (TLN)
Teacher Leaders Network. (n.d.). Why TLN? [Website]. Retrieved November 1, 2007, from
http://www.teacherleaders.org/about_tln/whytln.htm
The mission of TLN is to promote the powerful potential of teacher leadership and to improve
student learning by advancing the teaching profession. The TLN site is a good resource for
teacher leadership research, community, and support.

Recruit Qualified and Effective Teacher Leaders
Resource 57: Establishing High-Quality Teacher Preparation
National Council for Accreditation of Teacher Education. (2007, May). National Council for
Accreditation of Teacher Education (NCATE) [Website]. Retrieved November 1, 2007,
from http://www.ncate.org/public/aboutNCATE.asp
The National Council for Accreditation of Teacher Education (NCATE) is an independent
accrediting body responsible for accreditation in teacher education. One goal of NCATE is to
ensure high-quality teaching throughout a teacher’s career. NCATE has designed a three-phase
continuum of teacher preparation and development. NCATE works with state officials, ETS, and
leaders of NBPTS, to align standards and assessments throughout each phase of the continuum.

Resource 58: Teacher Advancement Program: Professional Growth and Career Advancement
National Institute for Excellence in Teaching. (n.d.). What is the Teacher Advancement Program
(TAP)™?. Santa Monica, CA: Milken Family Foundation. Retrieved November 1, 2007,
from http://www.talentedteachers.org/tap.taf?page=whatistap
The Teacher Advancement Program (TAP) is “a bold new strategy to attract, retain, develop and
motivate talented people to the teaching profession.” TAP envisions multiple career paths on
which teachers can progress along a continuum of increasingly demanding requirements to
become leaders, decision makers, and mentors.

Resource 59: The Effectiveness of the Teacher Advancement Program
Solmon, L. C., White, J. T., Cohen, C., & Woo, D. (2007). The effectiveness of the Teacher
Advancement Program (TAP). Santa Monica, CA: National Institute for Excellence in
Teaching. Retrieved November 1, 2007, from http://www.talentedteachers.org/pubs/effective_tap07_full.pdf
As stated previously, TAP provides multiple career paths for teachers. This key element of TAP
“enables teachers to advance while staying in the classroom and also provides opportunities for
shared instructional leadership—the principal cannot do it alone.” This paper presents an
analysis of the impact of TAP teachers and schools on student achievement in six states.

Strategies for enhancing teacher leadership

Strategy 11: Recognize Teacher Leaders
Recognize teacher leaders for their contributions and accomplishments.
Resource 52: Principal Recognition of Teacher Innovation and Expertise
Childs-Bowen, D., Moller, G., & Scrivner, J. (2000, May). Principals: Leaders of leaders.
National Association of Secondary School Principals (NASSP) Bulletin, 84(616), 27–34.
Recognition of teacher innovation and expertise is important for the development of teacher
leadership. The principal is in “the best position to recognize those teachers who break new
ground in quality instruction and leadership, while encouraging others to join the movement.”
Genuine praise is a simple but powerful strategy that is more important than money. Effective
leaders use rituals, ceremonies, and stories. Opportunities for teacher recognition and celebrating student success are critical to creating a culture for teacher leadership.
Resource 53: Verbal Support, Appreciation, and Thanks
Birky, V. D., Shelton, M., & Headley, S. (2006, June). An administrator’s challenge:
Encouraging teachers to be leaders. National Association of Secondary School Principals
(NASSP) Bulletin, 90(2), 87–101.
A research study by Birky (2000) found that “more than any other factor, appreciation for their
work was the main motivating force behind the encouragement teacher leaders received.” The
teachers in the study gave the following examples of verbal support, including “expression of
appreciation,” “recognition for work done,” “saying thank you for how well the job is going,”
and “lots of kudos.”

Strategies for enhancing teacher leadership

Strategy 10: Encourage Positive Faculty Relationships
Create working conditions that encourage positive relationships among faculty members,
particularly between teachers and teacher leaders.
Resource 48: Roles and Relationships that Support Teacher Leadership
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from
two decades of scholarship. Review of Educational Research, 74(3), 255–316.
Research suggests that the following roles and relationships support teacher leadership:
• Colleagues recognize and respect teacher leaders as teachers with subject area expertise.
• High trust and positive working conditions prevail among peers and administrators.
• Assignment of teacher leadership work is central to the teaching and learning process, as
opposed to administrative or management tasks.
• Recognition of ambiguity and difficulty in teacher leadership roles.
• Principal support for teacher leadership through formal structures, informal behaviors,
coaching, and feedback.
• Clarity about teacher leader and administrator leadership domains, including common
ground.
• Attention to interpersonal aspects of the relationship between teacher leader and
principal. (pp. 270–271)

Resource 49: Teacher Working Conditions Matter
Emerick, S., Hirsch, E., & Berry, B. (2005, October). Conditions for learning. ASCD Infobrief.
Retrieved November 1, 2007, from
http://shop.ascd.org/productdisplay.cfm?categoryid=mag&productid=105131
This resource details the findings of a survey of teacher working conditions in North Carolina
and South Carolina.