Leadership And Management

“Leadership and managership are two synonymous terms” is an incorrect statement. Leadership doesn’t require any managerial position to act as a leader. On the other hand, a manager can be a true manager only if he has got the traits of leader in him. By virtue of his position, manager has to provide leadership to his group. A manager has to perform all five functions to achieve goals, i.e., Planning, Organizing, Staffing, Directing, and Controlling. Leadership is a part of these functions.

Tuesday, December 27, 2011

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.

Strategies for enhancing teacher leadership

Strategy 6: Build Professional Learning Communities
Resource 41: Learning-Centered Leadership
Murphy, J., Elliott, S. N., Goldring, E., & Porter, A. (2007, August). Learning-centered
leadership: A conceptual foundation. Nashville, TN: Learning Sciences Institute,
Vanderbilt University. Retrieved November 1, 2007, from
http://www.wallacefoundation.org/wallace/learning.pdf
This article describes strategies used by learning-centered leaders, including building
professional learning communities. For example, learning-centered leaders of effective schools
“actively promote the formation of a learning organization, the development of staff cohesion
and support, and the growth of communities of professional practice” (Berman, 1984; Little,
1982; Newmann, 1997 as cited in Murphy, Elliott, Goldring & Porter, 2007, p. 18)

Resource 42: Attributes of School Professional Learning Communities
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.
In addition to a congenial atmosphere and sense of camaraderie, professional learning
communities are characterized by open communication, trust and support, and continuous
inquiry and improvement of work. Building professional learning communities is important
because they create opportunities for teachers to take on leadership roles and narrow the gap
between principals and teachers.

Strategy 7: Support Teacher Leaders
To support teacher leaders, schools should practice the following:
• Provide access to human and financial resources.
• Promote better understanding of teacher leadership roles.
• Help teacher leaders maintain balance and avoid overload.

Resource 43: The Principal’s Influence on Teacher Leadership
Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449.
The principal has a disproportionate influence on teacher leadership. Even though some
principals find it risky to share leadership, many do find ways to inspire a culture of teacher
leadership within their schools. This piece offers actions for how principals can support and
influence the success of teacher leaders.

Strategy 8: Promote Principal Support
To enhance instructional teacher leadership, promote principal support in the following ways:
• Build principals’ knowledge of teacher leadership
• Foster principal-teacher leader interaction

Resource 44: Facilitating Principals’ Support for Teacher Leadership
Mangin, M. M. (2007, August). Facilitating elementary principals’ support for instructional
teacher leadership. Educational Administration Quarterly, 43, 3.
Teacher leaders need support from principals. The evidence from this study of the conditions that
lead elementary principals to support the work of teacher leaders suggests that “districts can
influence principals’ level of support for teacher leaders by increasing communication about the
role.” The research findings suggest that through better communication, districts can build
knowledge of teacher leadership and foster principal-teacher leader interaction as a way to
promote support of teacher leaders.

Resource 45: Principal Support of Teacher Leaders
Pankake, A., & Moller, G. (2007). What the teacher leader needs from the principal. Journal of
Staff Development, 28(1).
This resource offers eight strategies for how principals can encourage and support teacher
leaders and school-based coaches.

Strategy 9: Encourage the Development of Teacher Leaders
Create a climate that encourages the development of teacher leaders. The first step is to reculture the schools.

Resource 46: Supportive School Culture
Anthes, K. (2005). What’s happening in school and district leadership? (Leadership Initiative
Report). Denver, CO: Education Commission of the States.
One way to address underlying problems in a school culture in which teachers do not perceive
their principals as good listeners is to create a decision-making team that includes teachers in the school leadership process.

The MetLife Survey of the American Teacher: An Examination of School Leadership and other
research on effective leadership indicate the need for leaders to create a culture that does the
following:
• Engages teacher in meaningful ways.
• Engages the community and parents in meaningful ways.
• Focuses and aligns school improvement strategies that create a culture of learning for
every member of the school community—students, parents, teachers, and principals.

Resource 47: Cultural Conditions That Facilitate 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 has found that the following school cultural conditions facilitate teacher leadership:
• Schoolwide focus on learning, inquiry, and reflective practice.
• Encouragement for taking initiative.
• Expectation for teamwork and for sharing responsibility, decision making, and
leadership.
• Teacher leaders viewed and valued as positive examples for teaching profession.
• Strong teacher communities that foster professionalism. (p. 270)

Strategies for enhancing teacher leadership

Strategy 5: Improve Development Programs
To improve teacher leadership, improve teacher leadership development programs.
Resource 25: Teacher Leadership Development at Johns Hopkins
Johns Hopkins University, School of Education. (n.d.). Academic departments: The Department
of Teacher Development and Leadership. Columbia, MD: Author. Retrieved November
1, 2007, from http://education.jhu.edu/departments/
An important feature of the Johns Hopkins Department of Teacher Development and Leadership
is the professional development partnership between the College of Education and local school
districts. “Teacher Leadership” is an important concept in the Department of Teacher
Development and Leadership; in fact, it permeates the entire scope and sequence of programs
that prepare new teachers and administrators as well as programs designed to provide
experienced teachers with ongoing professional development. The preservice program as well as
the masters program for experienced teachers emphasizes the idea that leadership in schools is
the responsibility of all members of the school community.
Resource 26: The University of Washington College of Education, Master of Education in
Instructional Leadership (MIL)
University of Washington, College of Education. (2007). Master of Education in Instructional
Leadership. Seattle: University of Washington. Retrieved November 1, 2007, from
http://www.milead.washington.edu/mil/
“The University of Washington College of Education is pleased to offer the Master of Education
in Instructional Leadership (MIL), a unique degree program to prepare teachers who hold or
aspire to leadership positions in their schools….The MIL program addresses the challenges
common to all teacher leaders, while providing an understanding of the variations in emerging
leadership roles within the school setting.”
Resource 27: Center for Teacher Leadership Development at Virginia Commonwealth
University
Virginia Commonwealth University, School of Education. (n.d.). Center for Teacher Leadership
[Website]. Retrieved November 1, 2007, from http://www.ctl.vcu.edu/
As the website explains, the Center for Teacher Leadership (CTL) works with accomplished
teachers throughout Virginia to achieve the following:
• Promote the concept of teachers as leaders of change.
• Develop more effective teacher leaders through access to information and high-quality
training to share the knowledge, experience, and insight of teachers with policymakers
and others. Resource 28: Teacher Leadership Programs at the Bank Street Leadership Preparation
Institute
Bank Street Graduate School of Education. (n.d.). The Leadership Preparation Institute: The
Bilingual/ESL Teacher Leadership Academy New York: Author. Retrieved November 1,
2007, from http://www.bankstreet.edu/lpi/betla.html
Bank Street Graduate School of Education. (n.d.). The Leadership Preparation Institute:
Distinguished Teacher Leader Program. New York: Author. Retrieved November 1,
2007, from http://www.bankstreet.edu/lpi/teacherleader.html
Substrategy 5.1: Enhance Qualifications and Development of Teacher
Leaders Through Relevant Training
Resource 29: Teacher Leadership Development in Douglas County, Colorado
Douglas County School District. (n.d.). Douglas County School District. [Website]. Castle Rock,
CO: Author. Retrieved November 1, 2007, from
http://www.dcsdk12.org/portal/page/portal/DCSD
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.
Unlike university-based degree programs, Colorado’s Douglas County School District teacher
leadership development efforts are district-based. As part of this teacher leadership initiative,
building resource teachers (BRTs) are placed in each school. To make this happen, resources
were shifted from supporting centrally assigned content specialists to supporting site-based
generalists. The BRTs are well-qualified teacher leaders; each has at least five years of
successful teaching in the district, 54 quarter hours of graduate work, and experience in
supporting adult learners. One reason for the success of the BRT program is that the BRTs have
clearly defined teacher leader roles, including mentor, coach, consultant, liaison with the district,
and resource to teachers, principals, parents, and paraprofessionals.
Resource 30: BEST Teacher Leadership Academy (BTLA) Update
Connecticut State Department of Education. (2007, Spring). BEST Teacher Leadership Academy.
(BTLA) Update. Retrieved November 1, 2007, from
https://www.ctbest.org/Resources/BTLAUpdateSpring2007.pdf
Connecticut’s BEST Program (Beginning Educator Support and Training Program) provides new
teachers with an induction support team made up of veteran teachers. This program is an
example of school systems designating teachers in formal roles of teacher leader or mentor,
thereby placing teachers at the center of instructional improvement. This site describes additional
leadership training for experienced BEST program mentors. The BEST Program is offering the BEST Teacher Leadership Academy (BETLA) to a cohort of
K–8 teachers who have served as BEST program mentors and portfolio scorers. The academy is
a two-year opportunity (2007–09) to become part of a learning community exploring the
dimensions of teacher leadership. “In year one, participants will be guided in conducting a
classroom based action research project (Teacher Inquiry Project) in an area of student learning
chosen by the individual. In year two, participants will develop a leadership project at the school
or district-level or may continue with their classroom-based project.” In addition, BETLA
activities will include seminars that explore “the roles of teachers as leaders in schools and the
importance of shared leadership and the engagement of teacher leaders in school improvement
initiatives.”
Resource 31: Evaluation of St. Charles Teacher Leader Institute
Bauer, S. C., Haydel, J., & Cody, C. (2003, November). Cultivating teacher leadership for
school improvement. Paper presented at Annual Meeting of the Mid-South Educational
Research Association, Biloxi, MS. (ERIC Document Reproduction Service No. 482519).
Retrieved November, 1, 2007, from
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1
b/8f/15.pdf
The state of Louisiana recently amended its certification structure to include a new category,
Teacher Leader, and commissioned several pilot projects to design, implement, and evaluate a
teacher leader curriculum leading to eligibility for this certificate. This paper is an evaluation of
one of these pilots, the St. Charles Teacher Leadership Institute (TLI), a partnership program
between St. Charles Parish Public Schools, local leaders in business and industry, and the
College of Education and Human Development at the University of New Orleans.
Resource 32: Austin Independent School District Teacher Leadership Development
Program
Austin Independent School District. (2007). Teacher Leadership Development Program. Austin,
TX: Author. Retrieved November 1, 2007, from
http://www.austinisd.org/teachers/teacher_leadership/
The Austin Independent School District Teacher Leadership Development Program provides an
example of professional development provided by a school district for teacher leaders.
Resource 33: Teacher Leaders Learning to Analyze School Data
Henning, J. E. (2006). Teacher leaders at work: Analyzing standardized achievement data to
improve instruction. Education, 126(4), 729–737.
This study describes “how 24 elementary and middle school teacher leaders analyzed
standardized achievement test scores, utilizing four different approaches: comparing to the norm,
analyzing trends, correlating data, and disaggregating data.” These analyses were conducted “to
effect positive change in student learning and as part of graduate coursework in a Teacher Leadership Program at the University of Northern Iowa.” Learning how to use student
achievement data to improve instruction is important for teacher leaders interested in new,
practical approaches to improving student learning.
Resource 34: Developing Teacher Leaders
WestEd. (2003). Leadership development: Enhancing the role of teachers. R&D Alert, 4(3), 1–8.
Retrieved November 1, 2007, from http://www.wested.org/online_pubs/rd-02-03.pdf
Two WestEd projects seek to enhance the role of teachers in leading educational reform:
WestEd’s Instructional Leadership Initiative (ILI) and WestEd’s Leadership Curriculum for
Mathematics Professional Development (Mathematics Renaissance). Using these projects as
examples, this article explains the importance of teacher leadership to educational reform.
Resource 35: Teacher Leadership Project
Brown, C. J., & Rojan, A. (2003, November). Teacher leadership project: Final evaluation
report. Seattle, WA: Bill and Melinda Gates Foundation. Retrieved November 1, 2007,
from
http://www.gatesfoundation.org/nr/downloads/ed/researchevaluation/TLP2003Final.pdf
This report is an evaluation of the Teacher Leadership Project (TLP), funded by the Gates
Foundation to provide leadership and technology training as well as computer equipment to
teachers in Washington State. The TLP was designed to assist teachers in their efforts to
integrate technology into the school curriculum. “The program also strived to encourage and
facilitate teachers in their efforts to provide technology expertise and leadership in and beyond
their schools and districts” (p. i). An initial cohort of 27 teachers developed the program in 1997
for other teachers. Between 1998 and 2003, an additional 3,387 teachers across the state of
Washington were awarded TLP grants.
The findings of this study suggest that this program was an effective model of professional
development. The participants valued the program being based on “teachers teaching teachers,”
as the instructors had actually been in the classroom. In addition, the teachers responded that the
following elements were all positive aspects of the TLP: in-depth, hands-on training; leadership
development; access to technology; a focus on curriculum; on-the-job training; collaboration;
and reflection. The report concluded that the TLP was a remarkably effective training program.
Resource 36: The Maine School Leadership Network
Donaldson, G. A., Jr., Bowe, L. M., MacKenzie, S. V., & Marnik, G. F. (2004, March). Learning
from leadership work: Maine pioneers a school leadership network. Phi Delta Kappan,
85(7), 539.
Principals and teacher leaders in Maine have the opportunity to participate in a two-year
leadership training program, the Maine School Leadership Network (MSLN). Maine’s teacher
and administrator associations, business leaders, and university system joined together to create
the Maine School Leadership Network. This program “combines individual coaching, reflection on practice, and a ‘community of learners’ network to support the efforts of principals and
teacher leaders to develop effective and sustainable leadership for Maine’s schools.”
Resource 37: School Leadership Team Development
WestEd. (2007). School Leadership Team Development [Website]. Retrieved November 1, 2007,
from https://www.wested.org/cs/we/view/serv/37
WestEd offers a workshop series for multiple school leadership teams from the same district.
Team members develop skills for building and maintaining collaborative working groups among
teachers, administrators, parents, community members, and others; participants learn how to
support standards based teaching and learning; and participants learn how to apply leadership
practices to specific content areas.
Subtrategy 5.2: Provide Teachers With Quality Professional
Development Opportunities
Professional development is an important strategy for building teacher quality through teacher
leadership. Principals should increase their knowledge of quality professional development by
building their knowledge base of professional development standards and adult learning
principles.
Resource 38: U.S. Department of Education
Model Professional Development Awards Program
National Staff Development Council. (2007). U.S. Department of Education Model Professional
Development Awards [Website]. Retrieved November 1, 2007, from
http://www.nsdc.org/library/basics/usdoe.cfm
This site is a good resource for programs recognized by the U.S. Department of Education Model
Professional Development Awards Program. The National Staff Development Council (NSDC)
site provides examples of how schools have achieved quality professional development linked to
improved student learning. NSDC has published several articles about the winners, including
profiles of each winning school or district from 1997–2000. This site contains links to articles
about the winners.
Hassel, E. (1999). Professional development: Learning from the best—A toolkit for schools and
districts based on the National Awards Program for Model Professional Development.
Oak Brook, IL: North Central Regional Educational Laboratory. Retrieved November 1,
2007, from http://www.learningpt.org/pdfs/pd/lftb.pdf
This comprehensive toolkit is based on the experiences of award-winning sites of the U.S.
Department of Education’s National Awards Program for Model Professional Development. It
provides schools and districts with a step-by-step guide to implementing strong, sustainable
professional development that drives achievement to students’ learning goals. Killian, J. (1999). Islands of hope in a sea of dreams: A research report on the eight schools that
received the National Award for Model Professional Development. San Francisco:
WestEd. Retrieved November 1, 2007, from
http://www.wested.org/wested/pubs/online/PDawards/PDAwardReportDraft1299.pdf
This report summarizes a study of the eight award-winning schools recognized by the National
Awards Program for Model Professional Development in the years 1996 and 1998. “The study
aims to describe how teachers learn in these schools, how their learning is supported, and the
characteristics of the school that allow these teachers to excel.”
Resource 39: National Staff Development Council Standards
National Staff Development Council. (2007). About the standards. Oxford, OH: Author.
Retrieved November 1, 2007, from http://www.nsdc.org/standards/about/index.cfm
This site is the source for the National Staff Development Council’s revised Standards for Staff
Development. The importance of teacher leadership is included as part of the leadership
standard. The standard states: Staff development that improves the learning of all students
“requires skillful school and district leaders who guide continuous instructional improvement.”
Resource 40: Learning Community as Professional Development
Caine, G., & Caine, R. N. (2000, May). The learning community as a foundation for developing
teacher leaders. National Association of Secondary School Principals (NASSP) Bulletin,
84(616), 7–14.
This article describes a small-group process that can be used in professional development to
develop teacher leadership. The theory is that the development of leadership is more powerful
when school staff members work together to foster collective learning. The authors of the article
have used “a small-group process for many years as their primary instrument for self-directed,
continuous professional development.” The results have convinced them of “the need to
strengthen the learning community of adults in the school as part of a general approach to
professional development. As this happens, not only do people become more proficient as
teachers and as leaders, but [also] the school becomes a place that supports good teaching and
effective leadership.”

Strategies for enhancing teacher leadership

Strategy 4: Identify Barriers
Identify barriers to the development of teacher leaders and find ways to remove them.
Resource 21: Impediments to Teacher Leadership
Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449.
Impediments standing in the way of teacher leadership include the following:
• Full plate. With so many additional responsibilities, the opportunity for school
leadership can be seen as an add-on.
• Time. Teachers sometimes do not have time for leadership activities and if they do have
time they expect to be paid for it.
• Colleagues. Teacher leaders may receive disapproval from fellow teachers and
administrators in the form of passive and active resistance that thwart teacher initiatives
toward school leadership.
• Standardized tests. Teachers are focused on tests and raising student scores rather than
taking on leadership responsibilities.
Resource 22: Knocking Down Barriers to Leadership Success
Johnson, S. M., & Donaldson, M. L.(2007, September). Overcoming the obstacles of leadership.
Educational Leadership, 65(1). http://tinyurl.com/3cxra5
“Teacher leaders need support to overcome stubborn barriers created by the norms of school
culture—autonomy, egalitarianism, and deference to seniority.” This source includes strategies
that second-stage teachers can use to overcome obstacles they may encounter as they move into
teacher leadership roles.
Resource 23: Challenges to 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.
Long-standing norms of the teaching profession can significantly challenge the prospects of
teacher leadership. For example, collegiality among teachers does not always extend to teacher
leaders because the hierarchical nature of the relationship violates the professional norms of
equality and independence. Similarly, a prevailing norm in the teaching profession is
egalitarianism, which fosters the view that “teachers who step up to leadership roles are stepping
out of line.” Thus, one problem with formal teacher leadership roles is that they create
hierarchies within the teaching ranks and cause conflict among teaching colleagues. Some
teacher-leadership-friendly cultures exist, but they are not widespread. “There is much to be
learned about re-culturing schools so that more adaptive norms for collective learning,
continuous improvement, and teacher leadership take hold.” Resource 24: Strategies for Overcoming Obstacles to Teacher Leadership
Boyd, V., & McGree, K. (1995). Leading change from the classroom: Teachers as leaders.
Issues…About Change, 4(4). Retrieved November 1, 2007, from
http://www.sedl.org/change/issues/issues44.html
A research study of the work of teacher leaders found that to be effective with their colleagues,
lead teachers had to learn a variety of leadership skills while on the job. The study also found
that “restructuring school communities to incorporate leadership positions for teachers will
require teacher leaders to take certain actions.”

Strategies for enhancing teacher leadership

Strategy 2: Identify and Create Opportunities
Identify and create opportunities for teachers to assume leadership roles in schools.
Resource 5: Teacher Leadership Practices
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 reveals that teacher leadership is practiced in a variety of ways. Sometimes
teachers serve in formal leadership positions and, at other times, leadership is
demonstrated in informal ways. This piece discusses the ways in which teacher
leadership has evolved over time; the levels of leadership work for teacher leaders; and
specific domains of teacher leadership practice.
Resource 6: Ten Roles for Teacher Leaders
Harrison, C., & Killion, J. (September, 2007). Ten roles for teacher leaders. Educational
Leadership, 65(1). Retrieved 9/25/07 from http://tinyurl.com/2l9xzn
This resource describes 10 roles that teacher leaders can assume to help support school
and student success.
Resource 7: Teacher Leadership Opportunities
Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449.
This article identifies 10 areas where teacher leadership is essential to the health of a school.
These areas affect “a teacher’s ability to work with students” and are among the domains in
which teacher leadership is most needed and least seen.”
Resource 8: Opportunities for Teachers to Lead
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.
This article describes the areas in which principals can create opportunities for teachers to lead.
Resource 9: New Approaches to Teacher Leadership
Smylie, M., Conley, S., & Marks, H. M. (2002). Exploring new approaches to teacher leadership
for school improvement. In J. Murphy (Ed.), The educational leadership challenge:
Redefining leadership for the 21st century (pp.162–188). Chicago: University of Chicago
Press. This article presents three new approaches to teacher leadership that appear to be more effective
than formal leadership roles in promoting school improvement:
• Teacher research as leadership; teacher inquiry in collaborative contexts can create new
opportunities for teachers to learn and to lead efforts to improve their schools.
• New models of distributive leadership; these models indicate that teachers can and do
perform important leadership tasks inside and outside formal positions of authority.
• Leadership of teams; self-managed teams promote teacher collaboration; improve
teaching and learning, and address problems of school organization.
Resource 10: State Projects to Strengthen Leadership in Schools
State Action for Education Leadership Project. (2002, Winter). Leading the Way [Newsletter].
Retrieved November 1, 2007, from http://www.nasbe.org/Research_Projects/saelp.pdf
The State Action for Education Leadership Project (SAELP) is a partnership that assists state
decision makers in strengthening school leadership. Connecticut’s efforts to support education
leadership include “increasing opportunities for teachers to take on leadership responsibilities
within schools” (p. 3). Rhode Island has as a leadership goal “to provide opportunities for shared
leadership between teachers and principals to build capacity, thereby creating potential
succession programs” (p. 6).
Resource 11: Strengthening Teacher Leadership
Zehr M. A. (2001, April). Teacher leadership should be strengthened, report says. Education
Week, 20(32), 5.
Schools should be reorganized to give teachers “richer opportunities to be leaders.” For
example, if teachers were involved in educational policy matters, states would not have the
problem of “having standardized tests that are not aligned with academic standards.” As this
article points out, seeking input from teachers in developing and implementing test standards and
accountability measures would alleviate the alignment problem.
Resource 12: Teacher Leadership Development on School-based Teams
Brown, C. L. (2001). Teachers Academy: A qualitative study of teacher leadership development
on school-based teams. Unpublished doctoral dissertation, University of Pittsburgh.
This study analyzed the development of the Teachers Academy, a locally initiated network of
secondary schools, and its impact on teacher leadership within individual schools. The
researcher, using a case study approach, observed, described, and analyzed nine Teachers
Academy teams within one school district. Resource 13: Teacher Leadership Roles
Boyd, V., & McGree, K. (1995). Leading change from the classroom: Teachers as leaders.
Issues…About Change, 4(4). Retrieved November 1, 2007, from
http://www.sedl.org/change/issues/issues44.html
Traditional teacher leadership roles include team leaders, department chairs, association leaders,
and curriculum developers. Today, there is a movement to increase teacher professional
development to expand teacher leadership roles; this movement is based on the understanding
that “teachers, because they have daily contacts with learners, are in the best position to make
critical decisions about curriculum and instruction” and are better able “to implement changes in
a comprehensive and continuous manner.” Further, the advocates for expanded teacher
leadership roles are also motivated by the need to attract and retain qualified teachers.
Resource 14: The Role of Teacher Leaders in Shaping School Policies and Programs
Danielson, C. (2006). Chapter 5: Schoolwide policies and programs. In C. Danielson, Teacher
leadership that strengthens professional practice. Alexandria, VA: Association for
Supervision and Curriculum Development. Retrieved November 1, 2007, from
http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.5d91564f4fe4548cdeb3f
fdb62108a0c/?chapterMgmtId=0c11876d39b29010VgnVCM1000003d01a8c0RCRD
Teacher leaders can play a pivotal role in shaping school structures, policies, and programs to
maximize student learning. These schoolwide policies and programs fall into the following major
categories:
• School organization and structure
• Student policies
• Student programs and activities
• Staff programs
This resource provides examples of how both emerging and established teacher leaders can work
in specific areas of school organization and structure, student policies, student programs, and
staff programs.
Resource 15: Formal and Informal Tasks of Teacher Leaders
Gabriel, J. G. (2005). How to thrive as a teacher leader. Alexandria, VA: Association for
Supervision and Curriculum Development.
This hands-on resource is a guide that covers “formal and informal tasks that teacher leaders at
every grade level are expected to know but rarely do.”

Strategies for enhancing teacher leadership

Strategy 1: Recognize the Importance of Teacher Leaders
In developing high-performing schools, recognize the importance of teacher leaders.
Resource 1: Educational Improvement through 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.
Recognition of teacher leadership comes from new understandings about organizational
development and leadership that suggest “active involvement of individuals at all levels
and within all domains of an organization is necessary if change is to take hold.”
Educational improvement at the level of instruction “necessarily involves leadership by
teachers in classrooms and with peers.” In addition, teacher leadership has expanded to
include roles ranging “from assisting with the management of schools to evaluating
educational initiatives and facilitating professional learning communities.” With this
expansion, the hope for teacher leadership today is continuous improvement of teaching
and learning in all schools resulting in increased achievement for every student.
Resource 2: Promoting Leadership in Teaching by Teachers
Hinchey, P. (1997). Teacher leadership: Introduction. The Clearing House, 70(5), 233.
Two ideas that can redefine teaching are as follows:
• “Teachers need to assume leadership positions if efforts to improve education are to
succeed.”
• “Teachers must assume leadership if teaching is ever to be accepted as a profession”
(p. 233).
This article is an introduction to a special section of The Clearing House on teacher leadership
and its “transformative potential” to improve education.
Resource 3: Teacher Leaders’ Influence Beyond the Classroom
Danielson, C. (2007, September). The many faces of leadership. Educational Leadership, 65(1).
Retrieved November 1, 2007, from http://tinyurl.com/2q8edz
School improvement depends on the active involvement of teacher leaders at the classroom level
and beyond. In every school, teacher leaders can find numerous opportunities to extend their
influence beyond their own classrooms to the department or teaching team, across the school,
and beyond the school to the district. Resource 4: Engaging Teacher Leaders in School—Level Decisions: Who Controls
Teachers’ Work in America’s Schools
Ingersoll, R. M. (2003). Who controls teachers’ work? Power and accountability in America’s
Schools. Cambridge, MA: Harvard University Press. Retrieved November 1, 2007, from http://www.hup.harvard.edu/catalog/INGWHO.html

Tips to encourage teacher leadership

To encourage teacher leadership, be sure to do the following:
• Value and respect the role and work of teacher leaders.
• Embrace change and allow data-driven, research-based risk taking.
• Provide affirmation for teachers’ leadership tasks.
• Promote and facilitate collaboration.
• Provide technical support for teacher leaders.
• Empower teachers in their leadership tasks.
• Involve faculty in decision making.

And be careful not to do the following:
• Withhold, control, or limit power from teachers who are involved in decision making
appropriate to their experience, knowledge, and expertise.
• Devalue the work and efforts made by teacher leaders.
• Place teachers in isolated rather than in collaborative situations.
• Focus on micromanaging the details instead of providing the big picture and supporting
the larger goal.

Teachers as leaders

“Teachers are leaders when they function in professional communities to affect student learning;
contribute to school improvement; inspire excellence in practice; and empower stakeholders to
participate in educational improvement” (Childs-Bowen, Moller, & Scrivner, 2000, p. 28). enhancing teacher leadership can help schools and districts reach the following goals:
• Improve teacher quality. Teacher expertise is at “the foundation for increasing teacher
quality and advancements in teaching and learning;” this expertise becomes more widely
available “when accomplished teachers model instructional practices, encourage sharing
of best practices, mentor new teachers, and collaborate with teaching colleagues” (YorkBarr, & Duke, 2004). Teacher leaders’ expertise about teaching and learning is needed to
lead instructional improvement and increase teacher quality.
One way a principal can improve teacher quality is to support staff development needs.
Teacher leaders can help principals support professional development by identifying
teacher development needs, offering professional learning experience, developing and
delivering opportunities, and evaluating the outcomes of staff development.
• Improve student learning. The improvement of student learning requires every leader in
the school to focus on that outcome. For example, instructional teacher leadership
positions have been created to increase students’ academic achievement by first improving teachers’ instruction. Further, teachers who model learning for students can help to create a community of learners. Teacher leadership leads to teacher growth and learning, and when teachers learn, their students learn. Effective and efficient collaborative decision-making processes need to be in place to tap and infuse this expertise across the faculty.
• Ensure that education reform efforts work. The influence of teacher leadership is important to education reform. Teacher leaders can help “guide fellow teachers as well as the school at large toward higher standards of achievement and individual responsibility for school reform” (Childs-Bowen et al., 2000). With the addition of the No Child Left Behind Act, the emphasis on educational improvement at all grade levels has provided “further incentive for teachers to be involved in teacher leadership” (Birky, Shelton, & Headley, 2006). In order to implement curricular and instructional reforms at the classroom level, a commitment from the teachers who lead at that level is essential. Reform possibilities reside in the hands of teachers; they are on the front lines and know the classroom issues, the culture of the school, and the types of support they need to do their jobs.
• Recruit, retain, motivate, and reward accomplished teachers. One major reason for the new interest in teacher leadership is the desire to recruit, retain, motivate, and reward accomplished teachers. “Acknowledging their expertise and contributions and providing
opportunities for growth and influence can support these objectives” (York-Barr & Duke,
2004). Teachers want to work in schools that are designed for them to be successful and
in which they have influence on key decisions that affect instruction and student success.
For example, Hirsch (2006) found in his study of teacher recruitment and retention in Alabama that “empowerment and leadership opportunities were important factors in whether teachers said they [would] work in certain schools.” In addition, the opportunity to influence teaching and learning for adults and children through greater involvement in school leadership offers appeal to many accomplished teachers. Teachers find opportunities for continuous learning as they expand the ways in which they contribute throughout their careers. “Teachers who lead help to shape their own schools and, thereby, their own destinies as educators” (Barth, 2001).
• Provide opportunities for professional growth. A clear effect of teacher leadership is
the growth and learning for the teachers themselves. When teachers actively pursue leadership opportunities, their lives are enriched and energized, and their knowledge and skills in teaching increase dramatically, leading to increased confidence and a stronger commitment to teaching. Professional growth also occurs as the result of collaboration with peers, assisting other teachers, working with administrators, and being exposed to new ideas. In fact, studies show that leading and learning are interrelated, that “teacher leaders grow in their understandings of instructional, professional, and organizational practice as they lead” (York-Barr & Duke, 2004).
• Extend principal capacity. Teacher leadership provides the additional person power needed to run the organizational operations of the school, which are too complex for principals to run alone. Indeed, teacher leaders are a source of reliable, useful, and professional help for the principal. “When teachers lead, principals extend their own capacity” (Barth, 2001).
In addition, instructional teacher leadership can reduce the principal’s workload. Teacher
leaders are able to assume some of the principal’s many responsibilities, including those
of instructional leader.
• Create a more democratic school environment. When teacher leaders take on important schoolwide responsibilities and are centrally involved in school decision making, they are able to transform their school into a democracy. Students benefit from observing and experiencing democratic, participatory forms of government. They also benefit from higher teacher morale because their teachers are involved in democratic decision making and school leadership

Sunday, May 1, 2011

Enhancing Teacher Leadership

Establish professional development programs that involve faculty members as leaders.

Resource 1:
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 2:
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 3:
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 4:
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 5:
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.

Enhancing Teacher Leadership

Identify and create opportunities for teachers to assume leadership roles in schools.

Resource 1:
Teacher Leadership Practices
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 reveals that teacher leadership is practiced in a variety of ways. Sometimes
teachers serve in formal leadership positions and, at other times, leadership is
demonstrated in informal ways. This piece discusses the ways in which teacher
leadership has evolved over time; the levels of leadership work for teacher leaders; and
specific domains of teacher leadership practice.

Resource 2:
Ten Roles for Teacher Leaders
Harrison, C., & Killion, J. (September, 2007). Ten roles for teacher leaders. Educational
Leadership, 65(1). Retrieved 9/25/07 from http://tinyurl.com/2l9xzn
This resource describes 10 roles that teacher leaders can assume to help support school
and student success.

Resource 3:
Teacher Leadership Opportunities
Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449.
This article identifies 10 areas where teacher leadership is essential to the health of a school.
These areas affect “a teacher’s ability to work with students” and are among the domains in
which teacher leadership is most needed and least seen.”

Resource 4:
Opportunities for Teachers to Lead
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.
This article describes the areas in which principals can create opportunities for teachers to lead.

Resource 5:
New Approaches to Teacher Leadership
Smylie, M., Conley, S., & Marks, H. M. (2002). Exploring new approaches to teacher leadership
for school improvement. In J. Murphy (Ed.), The educational leadership challenge:
Redefining leadership for the 21st century (pp.162–188). Chicago: University of Chicago
Press. This article presents three new approaches to teacher leadership that appear to be more effective than formal leadership roles in promoting school improvement:
• Teacher research as leadership; teacher inquiry in collaborative contexts can create new
opportunities for teachers to learn and to lead efforts to improve their schools.
• New models of distributive leadership; these models indicate that teachers can and do
perform important leadership tasks inside and outside formal positions of authority.
• Leadership of teams; self-managed teams promote teacher collaboration; improve
teaching and learning, and address problems of school organization.

Resource 6:
State Projects to Strengthen Leadership in Schools
State Action for Education Leadership Project. (2002, Winter). Leading the Way [Newsletter].
Retrieved November 1, 2007, from http://www.nasbe.org/Research_Projects/saelp.pdf
The State Action for Education Leadership Project (SAELP) is a partnership that assists state
decision makers in strengthening school leadership. Connecticut’s efforts to support education
leadership include “increasing opportunities for teachers to take on leadership responsibilities
within schools” (p. 3). Rhode Island has as a leadership goal “to provide opportunities for shared leadership between teachers and principals to build capacity, thereby creating potential
succession programs” (p. 6).

Resource 7:
Strengthening Teacher Leadership
Zehr M. A. (2001, April). Teacher leadership should be strengthened, report says. Education
Week, 20(32), 5.
Schools should be reorganized to give teachers “richer opportunities to be leaders.” For
example, if teachers were involved in educational policy matters, states would not have the
problem of “having standardized tests that are not aligned with academic standards.” As this
article points out, seeking input from teachers in developing and implementing test standards and accountability measures would alleviate the alignment problem.

Resource 8:
Teacher Leadership Development on School-based Teams
Brown, C. L. (2001). Teachers Academy: A qualitative study of teacher leadership development
on school-based teams. Unpublished doctoral dissertation, University of Pittsburgh.
This study analyzed the development of the Teachers Academy, a locally initiated network of
secondary schools, and its impact on teacher leadership within individual schools. The
researcher, using a case study approach, observed, described, and analyzed nine Teachers
Academy teams within one school district.

Resource 9:
Teacher Leadership Roles
Boyd, V., & McGree, K. (1995). Leading change from the classroom: Teachers as leaders.
Issues…About Change, 4(4). Retrieved November 1, 2007, from
http://www.sedl.org/change/issues/issues44.html
Traditional teacher leadership roles include team leaders, department chairs, association leaders, and curriculum developers. Today, there is a movement to increase teacher professional
development to expand teacher leadership roles; this movement is based on the understanding
that “teachers, because they have daily contacts with learners, are in the best position to make
critical decisions about curriculum and instruction” and are better able “to implement changes in a comprehensive and continuous manner.” Further, the advocates for expanded teacher
leadership roles are also motivated by the need to attract and retain qualified teachers.

Resource 10:
The Role of Teacher Leaders in Shaping School Policies and Programs
Danielson, C. (2006). Chapter 5: Schoolwide policies and programs. In C. Danielson, Teacher
leadership that strengthens professional practice. Alexandria, VA: Association for
Supervision and Curriculum Development. Retrieved November 1, 2007, from
http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.5d91564f4fe4548cdeb3f
fdb62108a0c/?chapterMgmtId=0c11876d39b29010VgnVCM1000003d01a8c0RCRD
Teacher leaders can play a pivotal role in shaping school structures, policies, and programs to
maximize student learning. These schoolwide policies and programs fall into the following major
categories:
• School organization and structure
• Student policies
• Student programs and activities
• Staff programs
This resource provides examples of how both emerging and established teacher leaders can work
in specific areas of school organization and structure, student policies, student programs, and
staff programs.

Resource 11: Formal and Informal Tasks of Teacher Leaders
Gabriel, J. G. (2005). How to thrive as a teacher leader. Alexandria, VA: Association for
Supervision and Curriculum Development.
This hands-on resource is a guide that covers “formal and informal tasks that teacher leaders at
every grade level are expected to know but rarely do.”

Enhancing Teacher Leadership

Recognize the Importance of Teacher Leaders

In developing high-performing schools, recognize the importance of teacher leaders.

Resource 1:
Educational Improvement through 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.
Recognition of teacher leadership comes from new understandings about organizational
development and leadership that suggest “active involvement of individuals at all levels
and within all domains of an organization is necessary if change is to take hold.”
Educational improvement at the level of instruction “necessarily involves leadership by
teachers in classrooms and with peers.” In addition, teacher leadership has expanded to
include roles ranging “from assisting with the management of schools to evaluating
educational initiatives and facilitating professional learning communities.” With this
expansion, the hope for teacher leadership today is continuous improvement of teaching
and learning in all schools resulting in increased achievement for every student.

Resource 2:
Promoting Leadership in Teaching by Teachers
Hinchey, P. (1997). Teacher leadership: Introduction. The Clearing House, 70(5), 233.
Two ideas that can redefine teaching are as follows:
• “Teachers need to assume leadership positions if efforts to improve education are to succeed.”
• “Teachers must assume leadership if teaching is ever to be accepted as a profession”
(p. 233). This article is an introduction to a special section of The Clearing House on teacher leadership and its “transformative potential” to improve education.

Resource 3:
Teacher Leaders’ Influence Beyond the Classroom
Danielson, C. (2007, September). The many faces of leadership. Educational Leadership, 65(1).
Retrieved November 1, 2007, from http://tinyurl.com/2q8edz
School improvement depends on the active involvement of teacher leaders at the classroom level
and beyond. In every school, teacher leaders can find numerous opportunities to extend their
influence beyond their own classrooms to the department or teaching team, across the school,
and beyond the school to the district.

Resource 4:
Engaging Teacher Leaders in School—Level Decisions:
Who Controls Teachers’ Work in America’s Schools Ingersoll, R. M. (2003). Who controls teachers’ work? Power and accountability in America’s Schools. Cambridge, MA: Harvard University Press. Retrieved November 1, 2007, from http://www.hup.harvard.edu/catalog/INGWHO.html
The author explores the role of teachers in the decision-making process in schools.

Saturday, April 23, 2011

Great Leaders - Napoleon Bonaparte

Napoleon Bonaparte
Napoleon I was born Napoleone di Buonaparte but later called Napoléon Bonaparte. He lived from 15 August 1769 to 5 May 1821 and was a French military and political leader who shaped modern European history. He was a general during the French Revolution, the ruler of France as Premier Consul of the French Republic, Empereur des Français, King of Italy, Mediator of the Swiss Confederation and Protector of the Confederation of the Rhine.

Born in Corsica and trained in mainland France as an artillery officer, he first rose to prominence as a general of the French Revolution, leading several successful campaigns against the First Coalition and the Second Coalition arrayed against France. In late 1799, Napoleon staged a coup d'état and installed himself as First Consul; five years later he took the title of Emperor of the French. He set the armies of France against almost all European powers from 1800 onwards, dominating continental Europe by military power and victories, and the formation of diplomatic alliance systems. Napoleon appointed close friends and family members to be monarchs and important state bureaucrats of states influenced or ruled by the French.

The disastrous French invasion of Russia in 1812 marked a turning point in Napoleon's fortunes and manpower. The campaign, and the Russian winter, wrecked the Grande Armée, which was never as large again. In October 1813, the Sixth Coalition defeated his forces at Leipzig and then invaded France. The coalition forced Napoleon to abdicate in April 1814, exiling him to the island of Elba. Less than a year later, he returned to France and regained control of the government in the Hundred Days (les Cent Jours) prior to his final defeat at Waterloo on 18 June 1815 byt the British general the Duke of Wellington. Napoleon passed the remaining six years of his life under British supervision on the remote island of St. Helena in the Atlantic Ocean, where some claim he was poisoned.

Napoleon originated few military innovations, although his placement of artillery into batteries and the elevation of the army corps as a standard all-arms unit have become accepted in virtually all modern armies. He drew his best tactics from a variety of sources and scored several major victories with a modernized and reformed French army. His campaigns are studied at military academies all over the world and he is widely regarded as one of history's greatest, and luckiest, commanders. Aside from his military achievements, Napoleon is also remembered for the establishment of the metric system of measurement and the Napoleonic Code (Code Napoléon), which laid the bureaucratic foundations for the modern French state.

Great Leaders - The Dalai Lama

The Dalai Lama

The current Dalai Lama is Tenzin Gyatso. He was born in 1935 and is the 14th Dalai Lama, revered as a spiritual leader among Tibetans who has great influence over Tibetan Buddhism. He is head of the Tibetan Government in Exile based in Dharamsala in India, as well as being a Nobel Peace Prize winner and the world's most recognised Buddhist monks.

Gyatso is the fifth of the 16 children of a farming family in the village of Taktser. He was proclaimed "tulku", meaning rebirth, of the 13th Tibetan Dalai Lama just two years after his birth. In 1950 he became Dalai Lama, Tibet's most important political ruler. This was one month after the People's Liberation Army's invaded Tibet from China.

Although he ratified an agreement with China in 1951, that was done under military threats. He left Tibet for India in 1959 after an unsuccessful revolt and the failure of resistance by a Tibetan movement. In India he was active in establishing the Tibetan Government in Exile and in working to preserve Tibetans' culture, lifestyle and education among the thousands of refugees who accompanied him.

Tenzin Gyatso is charismatic and a frequent public speaker, and is the first Dalai Lama to travel to the West. He has spread Tibetan Buddhism and promoted the concepts of universal responsibility, secular ethics, compassion, and religious tolerance. He was awarded the Nobel Peace Prize in 1989, and the United States Congressional Gold Medal in 2007. He has, however, faced persistent criticism for tolerating harmful treatment of animals which is not allowed by Buddhist teachings of non-harmfulness and compassion.

The Dalai Lama's http://www.dalailama.com/

Great Leaders - Toussaint Louverture

Toussaint Louverture
Liberator of Haiti

Toussaint Louverture led the first successful uprising by a slaves against colonial powers, and defeated the Spanish, French and British armies. The Haitian revolution changed the face of slavery in the New World, and Haiti was the second colony to become independent in the Western Hemisphere after the American Revolution of 1776.

Toussaint-L'Ouverture, 20 May 1743 - to 8 April 1803, was a leader in this lengthy fight, and he achieved military victory over the whites and freed slaves and became governor of the Caribbean island of Haiti in 1797.

He expelled the French and British forces and invaded nearby Santo Domingo to free the slaves there. For the new state of Haiti he created a written constitution and expected to be Governor for the rest of his life, but he was tricked into captivity by the French. After he died in exile in 1803 free Haiti was ruled by a series of dictators and suffered economic and political decline, as well as ultimately deforestation and uncontrolled population growth.

He is also known as Toussaint Bréda or François-Dominique Toussaint Louverture, and is sometimes referred to as 'The Black Napoleon' for his exemplary leadership and unprecedented achievements, which inspired others to fight for liberation from oppression.

Great Leaders - Julius Caesar

Julius Caesar

Julius Caesar (102-44 BCE) was a military and political leader of ancient Rome, in what is now called Italy. The Roman Empire was the largest empire the world had known, and it expanded by conquests based on superior Roman military technology, engineering and organisation. Caesar was one of history's greatest generals, a great orator, and published as PR the accounts he wrote of his own successful military campaigns and conquest in Gaul, which is now France. He stated simply, in Latin, "Veni, vidi, vici" or "I came, I saw, I conquered." By political intrigue, charisma, bribery, military force, and civil war Caesar then transformed the Roman Republic into an empire with himself as dictator.
Caesar was tall, dark-eyed, well-dressed, bald, and physically very fit. He came from a well-connected patrician background, and advanced his early career and personal wealth in the usual Roman way by military and political service in provinces of the empire such as Hispania, now called Spain. At that time Rome was governed by a Senate and two annually elected Consuls who made executive decisions. In 60 BCE Caesar returned to Rome dissatified with the system of government. The hugely popular general Pompey, who had conquered Mithridates, Mediterranean pirates and Jerusalem, formed an alliance with Caesar and Crassus, the richest man in Rome, to govern as a triumvirate, or group of three. This ended constitutional government.

Caesar then served for nine years in Gaul, from 58 to 50 BCE, and subdued the opposing tribes and brought the Roman empire as far as the English Channel. He led the first Roman invasion of the island of Britain in 55 BC, losing some ships because they had no experience of the tide outside the Mediterranean sea. After a second invasion in 54 BCE the colonisation of Britain and Gaul followed, but the German tribes were still too fierce for the Romans to beat.

While Caesar was away from Rome relations with Pompey worsened and the triumvirate collapsed, and the Roman Senate told Caesar he must not lead his armies across the Rubicon river into Italy from the north. Caesar ignored them, crossed the Rubicon and started a civil war from which he emerged as ruler of the Italian peninsula and, in title, the Roman empire, though he had further battles ahead to take full control. Consequently the phrase "to cross the Rubicon" still means to make an important decision from which there is no turning back. Pompey fled to Egypt and was murdered there, and Caesar later conquered Egypt and put the highly intelligent polyglot Cleopatra in place as Queen of Egypt, and may have had a child with her.

After this coup de etat, Caesar initiated wide reforms of Roman society and the state, and the unreliable Roman calendar. He was declared dictator for life, and further centralised the state bureaucracy. A conspiracy of senators, led by Caesar's former friend Marcus Junius Brutus, stabbed the dictator to death on the Ides of March, or 15 March, in 44 BC. They hoped to restore the old Republic and the freedoms they valued which Caesar had abolished.

More civil war followed, and then power was given to Julius Caesar's appoiinted heir Octavian, also called Augustus Caesar or the Emperor Augustus, who was later proclaimed a god. As Rome's first emperor, Augustus defeated all his Roman enemies and brought expansion and peace. Roman urban planning, road construction, vineyards, Roman law, and the Latin language spread with the Empire, leaving European aqueducts, vineyards and road routes used to this day, as well as forming, from classical Latin, the modern Romance languages such as French, Italian, Spanish, and Portuguese.

The word "Caesar" became a title and respectful form for addressing Roman emperors. The titles Czar, or Tsar, and Kaiser are variations on the word "Caesar" and were later used to describe absolute rulers in Russia and Germany respectively, and in the English language a "caesar" can be a pejorative term for a despot or dictator.

Shakespeare Wrote a play about the conspiracy which murdered Caesar. When Caesar is stabbed he turns to his friend Brutus and says "Et tu, Brute?" meaning "And you, O Brutus?" and then Brutus too stabs him.
The murder took place on the fifteenth of March, also called the Ides of March, and Caesar had been warned to "Beware the Ides of March". The play also features a famous speech by Marc Antony, who says "Friends, Romans, Countrymen, lend me your ears...I come to bury Caesar, not to praise him" and then proceeds to praise Caesar and his memory and stir up the crowd.

Great Leaders - Mao Zedong

Mao Zedong

Mao Zedong, the leader of China's twentieth century Revolution, was born 26 December 1893 and died 9 September 1976, and was formerly called Mao Tse Tung in English. Mao was the hugely powerful Chinese leader from 1945 to 1976, and many see him as a hero who advanced women's and peasant's rights, saved China from foreign rule, raised the standard of living and literacy while making China more equal and more industrial, and avoided the economic chaos and suffering of capitalist nations. Others see his legacy as millions of Chinese deaths under totalitarian rule and enforced industrialisation, as well as the crippling cruelty of the backwards Cultural Revolution of the 1960s.

Mao was born in 1893 in Hunan providence, China, and grew up in a farming family. He became a revolutionary Communist while working at a library, and throughout the 1920's, his power increased in the Communist Party of China, and by 1933 he was its leader. The Communists sought to make the country a one-party state pursuing a socialist ideal and liberating workers and peasants from harsh exploitation and oppression. During the 1920's, a Chinese Civil War began between the Communists and the dominant autocrat Chiang Kai-shek's group, the Kuomintang or Nationalists.

Mao and his forces escaped defeat at the hand of the Nationalists by marching, with huge losses along the way, to a remote part of China called Yenan. This retreat was called The Long March and is one of history's most famous and possibly most successful military retreats. When Japan invaded China in 1937, Mao and Chiang ceased fighting. Later the United States entered the war in the Pacific and defeated Japan in 1945, causing the occupying Japanese armies to leave China and allowing the Chinese Civil War to continue. By 1949, Mao had expelled the Nationalists to an island called Taiwan, previously Formosa, which remained an independent state under Nationalist control. Mainland China was now a unified one-party state, The People's Republic of China, under the dictator Mao Zedong.

Uniting China, dividing opinion

Virtually anything said about Mao raises objections from either his supporters or detractors. In China, as in much of Sinology and academic historical studies, few are neutral about Mao. Asking around in the People's Republic today will still yield almost universally positive reviews of the man, his work and legacy. In the West, he is typically characterised as a dictator and mass murderer along the lines of Stalin, at least among those who know anything of him. This split in opinion may say more about attitudes towards China, Communism, social equality, or openly autocratic government systems than anything else, as probing further often reveals a general lack of knowledge both about the man and about the differing views of him.

So what did he accomplish in his days? Why is he still so revered and condemned? After heading the foundation of the People's Republic of China in 1949, Mao remained leader until his death in 1976. In this time he expended no small amount of effort to change the country in vast and irreversible ways, ways which for the most part he believed to be not only good for the country, but essential for its progress. Mao is, however, currently most remembered in the ex-imperial West not for his efforts as a moderniser or the "father of a nation," but for his brutal methods of gaining and retaining power throughout his time at the top. These methods were applied to his own countrymen, in contrast to the external populations which were brutalised, enslaved and robbed by European empires.

Great Leap Forward

From an early age Mao believed in realising the ideals of a more equitable society. His attempts to implement his interpretation of Karl Marx's prescriptions in taking China from an agrarian society, where well over 90% of the population were peasants enduring a bitter life of mere subsistence, to a powerful, modern industrialised nation produced some failures and disasters on a huge scale. While his goals of greater economic equality, as well as that between the sexes, had started to be realised quite early in his time in power, efforts to streamline production in both agriculture and industrial sectors proved misguided. One early example was the Great Leap Forward campaign, which began around 1958. Lasting roughly two years, it is often viewed as an unprecedented disaster for China. While the figures are still hotly debated, it is known that millions, and likely tens of millions, died of starvation and other causes as a result of bad policies enforced in the name of "leaping" directly from an undeveloped society of farmers directly to a more mechanised society of the type Marx had in mind when he wrote about the proletariat revolution. A similar programme of enforced "collectivisation" of agriculture in the Soviet Union in the 1930s had already dispossessed and displaced huge numbers of people without achieving the intended gains. The Soviet Union had, however, successfully achieved the production of refined industrial products from raw materials, as China would later, leading to better material living conditions, education and medical care for many.

Mao's knowledge of the dire consequences of the Great Leap Forward have also been debated. Policies enacted by Mao like melting all the pots and pans held by families in the country for the sake of vastly increasing the available supply or iron for purposes of industrial production turned out to be a great failure; while the resulting "big pot" communal mess halls created did serve their function, the iron did not. In most villages there was no one to be found who knew about working iron, and the vast majority the "dog iron" that came from the campaign was utterly useless. Thus the largest consequence of this policy was only to remove the ability to cook at home from the hands of millions of peasants. It is known, however, that when Mao toured villages to review progress, even in the wake of such disasters, local leaders would do all in their power to make sure he only saw that things were going splendidly. He would be shown areas where success had been staged by officials, who may have been seeking promotion or more likely were simply unwilling or scared to show their failures to the Great Leader himself. In his mind, then, these policies may have been great successes, at least in the beginning.

Yet his firm belief that he was ultimately correct and that authority was better wielded in his hands than others also led to events which built, and then cemented, his reputation outside his country as a man of great wickedness. Even if supporters would like to claim that at least initially he knew little or nothing of the hardship caused by his modernisation campaigns, there were other instances where his involvement and intentions are much clearer. One such instance is the Hundred Flowers Campaign of the early 1950s. After several years in power, Mao and the communists began to receive growing amounts of criticism for their handling of the new government and its shortcomings in addressing some of the major problems China faced. Rather than use brutal means to silence them Mao surprised his detractors by drawing on a famous ancient quotation that he would like to "let a hundred flowers bloom, let a thousand schools of thought contend." Mao stated it was his unwavering belief that criticism was good for the country, that it would spur on the Party, and that ultimately disagreement and debate would lead the way to the best path and make clear the benefits of his socialist programme of modernisation over all others. The response was rapid and gigantic, likely to an extent which he had not expected. While he may have been initially surprised at the volume and voracity of the criticisms heaped on his young government, he did not let it show. Rather, he waited, and in time responded by claiming it was all part of his plan to out the worst elements of society: in the ensuing crackdown, thousands of people who had criticised Mao and the government were killed, exiled to the west of the country, imprisoned, or simply disappeared. Far from being ignorant of their demise, he boasted that he had orchestrated this result himself; as such, it can hardly be surprising if Western intellectuals take issue with his methods as leader, seeing as he knowingly crushed many of their Chinese counterparts with the Hundred Flowers Campaign and the later Cultural Revolution.

The 70% Solution

Shortly after his death, the new leaders of the Chinese government, Mao's heirs, were faced with deconstructing his cult of personality and finding a way to establish themselves as the legitimate and logical extensions of his rule and ideology. This left them with the difficult task of casting Mao in a new light, not as simply the lone leader who had single-handedly brought China to where it was in 1976, but as part of the Party that they were members of. It also left them to determine how much of what he had done was seen to be in error and how much correct. To balance their use of Mao as a source of legitimacy for the next generation of government, while simultaneously changing the direction and policies of that government, including the disastrous ones, they settled on a ratio the same as that used by the Soviet government for Stalin: Mao was 70% good and correct, and 30% wrong. This reevaluation enabled them to move forward with reform while still claiming to possess the spirit of the Party and the man who had led China for the last three decades. The formula stuck, and even today is often quoted in the country when discussing the legacy of Mao.

Mao also left a significant linguistic legacy. He changed the Wade Giles system of Romanization of written Chinese to Pinyin, an easier system. Taiwan however still uses Wade Giles, so its capital city is written Taipei rather than the pinyin Taibei. Mao also simplified the writing of Chinese characters, making them easier to use so that more people would be able to read the new Simplified Chinese.

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Tuesday, December 27, 2011

Enhancing Teacher Leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Strategies for enhancing teacher leadership

Tips to encourage teacher leadership

Teachers as leaders

Sunday, May 1, 2011

Enhancing Teacher Leadership

Enhancing Teacher Leadership

Enhancing Teacher Leadership

Saturday, April 23, 2011

Great Leaders - Napoleon Bonaparte

Great Leaders - The Dalai Lama

Great Leaders - Toussaint Louverture

Great Leaders - Julius Caesar

Great Leaders - Mao Zedong