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Teacher Leaders: Self Perceptions and Training Needs

Teacher Leaders: Self Perceptions and Training Needs. Terry Dozier, Director Rhonda “Nikki” Barnes, NBCT-in-Residence Center for Teacher Leadership Virginia Commonwealth University School of Education. Survey. The survey sought to discover recognized teachers’ Self perceptions

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Teacher Leaders: Self Perceptions and Training Needs

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  1. Teacher Leaders: Self Perceptions and Training Needs Terry Dozier, Director Rhonda “Nikki” Barnes, NBCT-in-Residence Center for Teacher Leadership Virginia Commonwealth University School of Education

  2. Survey The survey sought to discover recognized teachers’ • Self perceptions • Perceptions of the characteristics of a teacher leader • Leadership roles played and training received • Desired leadership roles • Needs with regard to training

  3. Methodology Purposeful sample of recognized teachers • Teachers of the Year • National Board Certified Teachers • Disney Teachers • Milken Educators • Presidential Math and Science Awardees

  4. The Sample Teacher listservs and networks • National Teacher Forum Listserv • NBPTS Network Advisory Committee Networks • Southeastern Virginia NBCT Network • Virginia Teacher Forum

  5. Respondents • Survey link was sent to approximately 300 teachers, 179 responded (60% response rate). • Virginia was over sampled • 37 states had at least one respondent, most likely a former State Teacher of the Year or runner up.

  6. Years of Teaching Experience

  7. Areas of Recognition

  8. Recognized Teachers are Confident About Themselves as Teacher Leaders 97% 96% 82%

  9. Self Perception of Leadership Skills I have the knowledge and skills to. . .

  10. Teacher Leaders Lack Confidence in Key Areas I am knowledgeable about. . .

  11. Self-Perceptions in the Area of Educational Policy I am knowledgeable of the needs of educational policymakersand skilled at discussing educational policy with them. (N= 177) 1% 23% 25% 40% 11%

  12. Strongly Agree Characteristics Of the 20 teachers who indicated they strongly agree • 15 were Teachers of the Year (TOYs) – 75% • 11 were NBCTs – 55% • Of the eleven NBCTS, 6 (54%) were also TOYS • ALL who responded “strongly agree” were TOYS, NBCTS, or Both

  13. Teachers of the Year More Confident in the Policy Arena I have knowledge of and am skilled at discussing policy. • 57% of TOYs strongly agree/agree • 26% of NBCTs strongly agree/agree The best combination appears to be TOYs who are also NBCTs • 63% of the TOY/NBCT combos strongly agree/agree

  14. Important Characteristics of Teacher Leaders

  15. Disconnect Between the Perceived Role of Teacher Leaders and the Skills Needed

  16. Most Common Leadership Roles • Staff Development (93%) • Curriculum Development (84%) • Grade Level/Department Chair (84%) • Mentoring New Teachers(82%) • Coaching Experienced Teachers (65%)

  17. Training Received Have you received training for ALL of the leadership roles you have played? (N=177) • Yes 18% • No – 82%

  18. Mentoring and Coaching 38% NT 47% NT

  19. Educational Policy and Issues 53% NT 79% NT

  20. Desired Leadership Roles Please select the TOP THREE areas in which you have NOT served as a teacher leader but would like to serve as one. (N = 179) TOP THREE ARE… • Teacher Recruitment • Educational Policy and Issues • Advisor to Policymaking Group 95%of the respondents chose one of these three areas.

  21. Recognized Teachers Want Training to Help Them Become Effective in the Policy Arena Top 3 Aspects of Teacher Leadership in Which Additional Training is Needed

  22. Training Needed Please select the TOP THREE aspects of teacher leadership for which you feel you need additional training (N=179) Every respondent choseUnderstanding Educational Policy and IssuesorWorking CollaborativelyWith Educational Policy Makersas one area in which they needed training.

  23. Barriers to Teacher Leadership • Time • Lack of training

  24. Conclusions • Self Perceptions • Characteristics of a Teacher leader • Lots of leadership roles/positions • Not trained for all • Almost no leadership in policy and those who did lead…had no training • Recognized teachers want to be trained in and have opportunities to influence educational policy.

  25. Teacher Leadership Pyramid

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