The “Nuts and Bolts” of Teacher Leadership at San Benito High School

1. The “Nuts and Bolts” ofTeacher Leadership at San Benito High School Dr. Jesus ‘Chuey’ Abrego And dr. Alex garcia The University of Texas at Brownsville Professional development at san benito HS February 28, 2014 San benito, texas

2. Myth Busters:The Myths of Becoming a Teacher Leader Myth #1: The I’m Not Certified Myth: I can’t lead a learning community since I’m not certified as a Principal. Myth #2: The Veteran Teacher Myth: “I can’t lead a learning community if I am not a veteran teacher. I just don’t have the years of teaching experience.” Myth #3: The Lack of Experience Myth: “I can’t help lead a learning community because I lack experience in that area. Myth #4: The Teaching and Learning Myth: “I can’t teach and meet my student’s learning outcomes if I’m doing learning communities and solving other people’s problems. Myth #5: The Service Myth: “If I were to commit to doing learning communities, my campus wouldn’t count my leadership efforts and service.” Myth #6: The Principal’s Myth: “If my Principal doesn’t support learning communities, then I won’t even try to commit to learning communities.” Myth #7: The It Doesn’t Apply To Us Myth: “Learning communities wouldn’t apply to us; we’re already a good school.”

3. Teacher Leadership: What Research says The process by which Teachers, individually or collectively, influence their colleagues, principals, and other members of school communities to improve teaching and learning practices with the aim of increased student learning and achievement. Looks at leadership as an organization quality that is influences by teachers, staff members and others. Leadership (Not leaders) is the key to the new revolution in transforming schools The principal’s role in this process is to create a school culture in which the teacher’s knowledge, interests, talents and skills are maximized. In time teachers come forward to take on leadership roles and responsibilities to become powerful change agents who make a difference.

4. Lead with Me: Principles Principles for Promoting, Building, and Sustaining Quality Teacher (see diagram) Leadership Principle #1: Leadership Through Relationships Principle #2: Leadership Requires Distributed Power and Authority Principle#3: Leadership for Professional LearningPrinciple #4: Leadership Through Structures

5. Lead with Me: Principles • Principles #1: Leadership Through Relationships • To promote, build, and sustain quality teacher leadership, positive relationships are essential. • Relationships become primary determiner of how effective a principal will be. • The essence of teacher leadership is relationships • Principle #2: Leadership Requires Distributed Power and Authority • To promote, build, and sustain quality teacher leadership, requires authentic distribution of power and authority • Working to build relationships and then creating structures to distribute power and authority are essential for professional learning to thrive

6. Lead with Me: Principles Continued • Principle #3: Leadership for Professional Learning • To promote, build, and sustain quality teacher leadership, principals must align teacher leadership with professional learning. • Principle #4: Leadership Through Structures • Structures would include such things as how the campus organizes itself to communicate effectively, how walk-throughs are conducted and used to gather instructional data, and how the campus goes about organizing it’s workflow and day- to-day activities to lead effectively and efficiently, etc. Working conditions would be addressed through this principle.

7. Intentional Leadership Rubric See Figure 1.5 Intentional Leadership Rubric

8. Hord’s research outlined five PLC dimensions: Supportive and shared leadershiprequires the collegial and facilitative participation of the principal who shares leadership by inviting staff input and action in decision-making. Shared values and visioninclude an unwavering commitment to student learning that is consistently articulated and referenced in staff’s work. Collective learning and applicationof learning requires that school staff at all levels are engaged in the processes that collectively seek new knowledge among staff and application of the learning solutions that address students’ needs.

9. Shared personal practiceinvolves the review of a teacher’s behavior by colleagues and includes feedback and assistance activity to support individual and community improvement. Supportive conditionsinclude physical conditions and human capacities that encourage and sustain a collegial atmosphere and collective learning (Hord, 2004a, p. 7).