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Leadership Luminous Culture

Cultivating Teacher Leadership: a 3 Part Series by #LeadUpTeach

As an ongoing conversation about Teacher Leadership, Elisabeth Bostwick, Laura Gilchrist, and Heidi Veal, were compelled to put pen to paper to attempt to share their respective reflections, perspectives, and insights about Teacher Leadership with the hope of inspiring a conversation that will spark a movement of empowered Teacher Leaders everywhere! They hope you are encouraged and challenged by this three part series with a new post published each week. Join the important conversation about Teacher Leadership by sharing your reflections, ideas, and wonderings in the comments section below and using #LeadUpTeach on Twitter.

Teacher Leadership is for ALL

By Heidi Veal

Teacher leadership is such an elegant thing when witnessed, but it must not be relegated to the few who innately take the initiative to lead! A teacher who has positive influence with their peers can accomplish a tremendous amount of good for the benefit of students, not only the ones they teach. Their reach can extend throughout their school and beyond. They earn influence because of their proven effectiveness, passion, and success with students. Peers enthusiastically look to them as mentors, trusted colleagues, and friends.

My perspectives on teacher leadership come from my years of having served as a teacher leader, an instructional coach, and now as a campus assistant principal. It is a topic near and dear to my heart. One of my greatest wishes for all teachers is for them to see themselves as and serve as empowered leaders in the classroom, on their campus, and beyond.

It is important to recognize that no two teachers lead in the same way. They lead uniquely and in multiple ways too. There is no cookie cutter “Teacher Leadership Definition” because teacher leadership is entirely too multifaceted. For additional perspectives on various ways teachers lead, you can read Ten Roles for Teacher Leaders written by Cindy Harrison and Joellen Killion in an article for ASCD (Sep. 2007).

The thing is, teacher leaders do not have to be an isolated few or a rare, unique occurrence. I would like to assert that teacher leaders should exist on all campuses and actually, in every classroom! Consider what leadership means. Simply put, Leadership is Influence! Teachers influence students by inspiring action, facilitating change, and empowering others to accomplish defined goals. A teacher does this with students and can/should do this with their peers too.

In my current role as an assistant principal, I desire for all teachers at my school see themselves as leaders. I do not expect, nor do I want, all teachers to be cookie cutter replicas from one mold. Heidi-Quote-2-600x300Each teacher comes with individual strengths, gifts, passions, and talents. I strive to empower them to lead with their strengths and grow their leadership identity based on the things that make them uniquely themselves in the classroom.  The diverse talents and passions of individual teachers are what make their leadership so powerful and should be shared.

One simple yet powerful way I seek to empower teachers is by carefully listening to them share their passions and ideas, observing them in action in the classroom, and taking note of their unique strengths. Inevitably, the opportunity presents itself to do what Bethany Hill calls “The Nudge”. Like her, I nudge teachers to share their practices, ideas, and passions with others, the staff or their team, whenever possible. Teachers have an important voice and deserve a platform by which to share their genius, thus growing their leadership. The keys here are listening, collaborating, and empowering teachers to own their growth.

I am reminded of a powerful piece of advice my mother gave to me at the start of my middle school years. She encouraged me to think about a content I am interested in and to work hard towards that content with my efforts and passion. Her intent was to see me sharpen that saw, as Covey would say, in order to create a specialty that was uniquely mine. I did this by pursuing choral arts and my interests in science. I would assert that this is great advice for educators too. No doubt, it is difficult to be a master at everything. We have all heard the phrase, ‘Jack of all trades and master of none.’ As teachers zero in on their unique talents, strengths, and passions in the classroom they inevitably experience growth and increased influence. 

As a campus administrator, my goal is to remove barriers, inspire all teachers to sharpen their talents, lead from their strengths, and be empowered to exercise leadership in every setting and way possible. In other words my heart is that teachers:

  • -Know their Strengths
  • -Play to their Strengths
  • -Leverage their Strengths 

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Teacher leadership is not for a few, but for all teachers!  Imagine the leadership capacity in a school if every teacher on a campus were in tune with their unique strengths and leveraging them in their classroom, with their teams, on their campus, and beyond.

Do you also believe every teacher should be and is a leader? What are your unique talents and passions? How do you leverage your strengths and the strengths of others to lead and influence on your campus and beyond?

Teacher Leadership Through a Coach’s Lens

By Laura Gilchrist

I smile every time I walk into a school. I can’t help myself. It’s not any normal smile–it’s a big goofy grin. There is magic in the hallways, classrooms, and outdoor spaces. It’s in the belief, love, and energy flowing between teachers and students, who see themselves as  learners, makers, and doers. Some schools have more of that magic than others, but all schools can create it via teacher leadership.

I see a teacher, several students, and a principal, smiling as they look over a student compost project that will help the entire school reduce waste to the landfill by over 80%. I see kids working excitedly in the hall on big project presentations all parents are invited to see on student exhibition night. I see a principal smiling and talking informally with teachers, sharing feedback and permission to innovate–a principal who believes teachers and students are the true leaders of the school.

Is this school culture the norm or the outlier? Is this the type of school culture you’d want your kids to be part of?  If the answer is yes, why aren’t we channeling all our efforts into making our schools like this–focusing on leadership and power distribution?

When looking at schools where learners are thriving, I like to look at the school or district’s “power profile”–the way administrators use the ‘power’ or authority that comes with that position. Simply put, do they keep it or share it?  Speaking from a school level, when principals keep and wield power at teachers, a compliance culture of avoiding negative consequences is created. Fixed mindset and status quo are the norm. Inside the box thinking. When principals share power with teachers and students, encouraging them to help craft and guide mission, vision, and innovation, schools will shine from the inside out. Growth mindset is widespread as is curiosity and teacher and student agency.

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I believe teacher learning and leadership are key to shifting school culture. I also believe teacher learning and leadership are just as important as student learning and leadership.  Over the past twenty years, the talk about teachers was often negative and tied to test scores. It’s time to change this and create a positive language that will elevate teachers, students, and entire schools. Fewer of our youth are going into teaching due to salary, respect, and image problems.  Over the past twenty years, teachers had to learn by ‘sit and git’ presentations done at them, not for and with them–a waste of time, talent, and  leadership. It’s time to let teachers lead their own learning and innovate!

We must focus specifically on teacher leadership until it is commonplace. Then we can drop it and talk ‘leadership.’ Lis Quote2

My perspectives on teacher leadership come from my twenty years as a teacher and teacher leader, four years as an Edcamp organizer and facilitator, and my current role as Instructional Coach at Turner High School in Kansas City, Kansas. I am beginning my second year with seventy-five amazing teachers and four growth mindset principals who regard teachers as leaders. I strive to be a champion for my teachers and my teachers are champions for their kids. I tell my teachers they are leaders who can and should dream big for kids. They don’t always identify with the word leader, but they will one day. I won’t stop saying it. They need to hear it.

I focused on relationships last year and building capacity through active teacher learning, including teacher PBL teams tackling self-identified school issues. I launched an EdCamp during work week and it shifted climate that day (An EdCamp is a teacher-led, conversation-based learning format based on choice and voice). I introduced Twitter at one of the optional sessions and now 60% our the teachers at my school are on Twitter. Read how I started an EdCamp at school here and here. Teachers in my building and district who are on Twitter organize and go to meet-ups in our city and have, in many cases, experienced not just incremental growth, but exponential growth in regards to instructional innovation. I know social media has been vital to them seeing the astounding world of resources, people, and ideas beyond that are easily found outside the walls of their school.

The Collaborative Leadership and Vision that is embraced by administrators holds the key to activating potential in all teachers and students. The leadership beliefs and practices at the top deeply impact the culture of learning at all levels. I believe all administrative teams should analyze their power profile and work to include all voices and all genius.

The Five Leadership Principles from Kansas Leadership Center can powerfully unite an entire school/district in action and language, if they are adopted and agreed to by the entire staff:

  • Leadership is an activity, not a position
  • Anyone can lead anytime, anywhere
  • It starts with you, and must include others
  • Your purpose must be clear
  • It’s risky

Read Laura’s complete LeadUpNow blog “Jumpstart Teacher Leadership and Create District-Wide Leadership Principals” to learn more about these 5 Leadership Principles from the Kansas Leadership Center.

Shift Leadership and Power Profiles in Schools so they shine!

  • Collaborative Leadership and Vision are true game changers.
  • Learning, passions, and leadership should be commonly talked about at school.
  • Learners are leaders. We’re all learners. So we’re all leaders.
  • How administrators manage ‘power’–keeping it or sharing it–will determine if teachers and students are compliance robots or empowered leaders.
  • Power is shared in the school or district ecosystem in a two-way energy flow between all learners and all voices are heard.
  • If a superintendent’s main job is modeling, coaching, and holding principals (all district administrators) to collaborative leadership principles, he or she will impact student growth and school culture significantly.
  • Collaborative and Connected Ecosystems support innovation and growth.

Empower your teachers and students as avid learners and leaders and watch them make the school shine from the inside out!

Laura Gilchrist is a Teaching/Learning coach at a high school in Kansas City, Kansas who spent 20 vibrant years as a middle school science & social studies teacher, doing PBL and storytelling from her room. She is also an #EdCamp organizer and #LeadUpTeach co-host and partner. Read more by Laura here.

Spark Your Inner Leader

By Elisabeth Bostwick

As a teacher, I witness the varying manners in which colleagues lead daily. Through my leadership experiences as both a teacher and instructional strategy coach I absolutely believe every teacher is a leader in one way or another. While teachers are modeling leadership in their classrooms, they’re often empowering students as leaders as well. Teachers demonstrate leadership in a multitude of ways. Some examples I’ve seen are when they share strategies and resources with colleagues, lead or participate within committees, facilitate professional learning, and even by contributing as a positive member of a school community to enhance culture. While all of this occurs in our schools, many teachers deny that they are a leader if they are not in a role that has a leadership title.

When we deny ourselves as a leader, we do not demonstrate the same level of initiative as when we accept that we have influence. This diminishes our level of accountability and undermines our integrity. In order to be change agents who continuously transform our schools to improved levels, we must view ourselves as a leader with influence, as well as develop and leverage the leadership capacity within others.

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As a teacher, I view leadership as an endeavor in which 
any one of us can embark on by choice. However, it’s not necessarily simple to navigate if the path is unclear. Too frequently teachers await to be empowered by their principal, and are uncertain how to go about reaching their desired goals. There are instances where teacher leaders recognize that they are supported by their colleagues, and unfortunately times in which they perceive to be isolated. This is a precarious situation for schools. Feeling isolated triggers uncertainty, and our best teacher leaders may begin to hold back. This is why it’s critical that we foster a culture of collaborative leadership where each individual champions the notion that they too, are a leader. Acknowledging that each individual has a unique gift to bring to the table begins to shift the status quo.

In my experience teacher leadership can be extremely powerful, particularly when the culture supports it. Teacher leadership is powerful and can lead to rapid improvement and innovation in education by influencing schools to do what’s best for learners.  This is due to the fact that teachers are in the classroom daily, and have a distinct awareness of their students’ needs. Additionally, they understand the hopes and dreams parents have for their children. By listening to the voices of students, teachers have the unique opportunity to communicate, as well as craft, authentic learning connected to students’ interests and passions.

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In my experience, some teachers are more intentional about honing in on their leadership skills in order to be a force of positive influence and drive change. Leadership is about being visionary and understanding the direction in which we need to go. Leaders who engage as an active listener and consider all perspectives from everyone involved, encourage a culture of collaboration. Leaders are also intentional about adding value to others in order to leverage individual strengths and build capacity. Teachers are typically closely connected with colleagues and therefore readily grasp their struggles. This provides an opportunity for teacher leaders to provide genuine support through a variety of strategies as they share experiences on a relatable level. Often times teachers do not feel threatened by sharing struggles with one another since their colleagues are not their evaluator. The beauty of this is that the relationship is often reciprocal. Teacher leaders have the potential to collaboratively support the growth of their colleagues which can significantly impact student learning.

Teacher leaders advocate for what’s best for students, and always bring the conversation back to students. Teacher leadership is not about being dominant or in charge, but rather it’s about remaining focused on the whole child, shared vision, and helping to guide conversations in a way that advances current practice and ultimately benefits student success. Teacher leaders inspire and serve colleagues, as well as spread optimism through difficult times while simultaneously providing support in order to move forward as a team. As leaders, teachers often ask question in order to guide reflective conversations that lead to understanding the perspectives of others, and the effects we have on students and our school culture. If balanced properly, teacher leaders influence others to lead, which creates a collaborative culture of learning committed to growth.

In a collaborative leadership model all voices are valued and included in decision making. If our goal is to move our schools forward in the best interest of students, we cannot follow a top down model and need to examine the hierarchical structures that exist in our schools. Current structures may send the message that teachers voices are not as important as those in administration. Developing a culture where all are included in the decision making process is critical if we truly strive to create authentic learning opportunities where students flourish. When our voices come together (including the voice of students) we can collaboratively craft top-notch learning opportunities for students based on the input from all. If you’re interested in reading more, check out: Building A Collaborative Culture for Change: Establishing the Leadership Environment by Neil Gupta and Tricia Ebner.

Teachers who are provided leadership opportunities have the potential to leave a lasting legacy as they deeply care about their school community. As a teacher, how will you demonstrate leadership and take initiative this school year? Consider how you will spark colleagues to lead and believe in themselves too. As an administrator, how will you restructure current leadership in order to share decision making or provide leadership pathways for your teachers? When we embrace our unique talents and abilities, as well as add value to others, we develop as a team where we challenge, encourage, and inspire one another to grow to new heights for the betterment of our students and school community.

Elisabeth Bostwick is a dedicated educator serving students and colleagues daily in Horseheads, NY. She is passionate about empowering students via the Maker Movement and mentoring fellow teachers. She is a model Teacher Leader! She co-founded #LeadUpTeach, is a speaker for Ignite Your S.H.I.N.E. and also supports educators as a Maker Ed Mentor on yearinthemaking.com.  She authors her own blog too.

 

Inspiration Luminous Culture

Limitless: #OneWord 2017

You. Are. LIMITLESS. You have more potential than you give yourself credit for. With hard work and perseverance anything can be made possible. I can say this because I’ve lived and experienced it.

Very few individuals know that the beginning of 2016 was one of the toughest times in my life. For several reasons my #oneword for 2016 was courage. I needed this word to be my central focus. Focusing on the word courage allowed me to take a challenging time and flip it for an all out incredible year filled with new opportunities and growth. I have so much to be grateful for that happened in 2016, but it wasn’t by chance. Rather, it was by choice. In life we choose how to react to situations or move forward toward goals. This takes strength, courage and the ability to be resilient. 

Throughout 2016 I called upon courage often in all aspects of life, and the way I started with the word courage isn’t the way I ended the year using it. The word courage evolved over the course of 2016. A few examples of how I focused on courage professionally was as #LeadUpTeach developed and went live on several social media platforms. I called upon it again as I began having more opportunities to speak and present beyond my district level professional development that I facilitate. Through these experiences I learned to adjust my thinking. Instead of feeling nervous, I convinced myself that it was actually excitement that I felt. As humans we have the profound ability to reframe our thoughts and emotions. I learned this wisdom from a Podcast by Christina Canters and also an interview with Simon Sinek. People often avoid doing what they love because fear, doubt or nervousness holds them back. I’m truly invested in all I do, and I’ve developed great joy from it all. Deep within we all have courage and it’s a choice if we want to ignite it or allow it to remain inside us.

This past fall I was honored to become an ambassador for Ignite Your S.H.I.N.E.® (developed by @LaVonna Roth) and also have my students be the first group of student ambassadors. This has been transformational for both myself, my students, and the culture of our classroom. Together we’re exploring who we are as individuals through each section of S.H.I.N.E.: Self, Heart, Inspire, Navigate, and Exceptional.

Ignite Your S.H.I.N.E.® not only amplified my courage, but it inspired me to feel fearless and view life as limitless. Courage goes hand-in-hand with being limitless. I began to focus more deeply on how I could navigate my passions to inspire others. One of the most impactful ways that I employed this was when I began sharing my ambitious dreams with others. It was a risk to take because I wondered, what if my dreams don’t materialize? What if this person doesn’t believe in me or ridicules me? Nevertheless, I believe that sharing my aspirations aloud has a different level of accountability. I compare it to throwing a mountaineering axe into the side of a mountain. To achieve our goals we benefit from envisioning our path and maintaining a firm mental grip to move toward them. Today, I no longer have the same worries that I once had. I know that I’ll face challenges, they’re a natural part of life. Fortunately, I also have the tenacity to learn from and overcome them.

While 2016 kicked off with such uncertainty, it was my choice to demonstrate courage. Through this I learned how life itself is limitless.

fearlessA year ago I was told by someone in the field of education that without an administrative degree or experience as a building principal, I couldn’t do some of the things I’m currently doing such as speaking and supporting teachers outside our district. I recall mulling this comment over and how it affected me in the moment. Today, I’m actually thankful that this event occurred because I have used it as fuel to demonstrate what I’m capable of. While there’s a lot of benefit to having an administrative degree, and it may be something I pursue at some point, I also find immense value in speaking on behalf of what’s occurring in the classroom and how to maneuver through all of the expectations. Many teachers strive to integrate PBL, passion projects, edcamps, technology and making. At the same time, they feel the pressure to maintain all of the mandated programs and initiatives that come along with education. While it’s an epic time to be in education, it can also be overwhelming. My goal is to support teachers in seeing that the possibilities are limitless and provide inspiration as they move forward toward their goals. Following the day that comment was made to me, my mindset was charged to proceed forward and my determination has only grown stronger since then.

In addition to supporting fellow educators, my objective is for every child to realize that they themselves are limitless. They are NOT a score, a reading level, or what someone else thinks they’ll become. They have capabilities and passions that have yet to be discovered. As educators it’s our obligation to support students in learning how to ignite their S.H.I.N.E. and to inspire them to identify their passions in order for them to be limitless in life. We can do this through helping others to learn how to navigate their strengths and refine other areas for growth. When students learn to ignite their S.H.I.N.E. and the S.H.I.N.E. within others, greater growth occurs within each individual. Living a limitless life isn’t happenstance, but rather an intentional way to approach life with fortitude.

As individuals we decide how limitless we want to live. We control this through our daily choices. However, we often put limits on ourselves or allow others to put limits upon us. What’s stopping you from being limitless? Together we benefit from connecting, challenging, inspiring and supporting one another to pursue our highest potential. I believe in living life to the fullest and leaving a footprint as a part of a legacy. Join me in embracing a limitless life, and helping others around you to ignite their S.H.I.N.E. to make a lasting impact on our world, one day at a time.

limitless-dream

Empower Learning featured Inspiration Leadership Luminous Culture

10 Characteristics of a LeadUp Teacher

A LeadUp Teacher undoubtedly possesses many characteristics! Innovative, inspiring, and empowering just to name a few. What would you add to these 10 Defining Characteristics of a LeadUp Teacher?

Continually Curious
A LeadUp Teacher is adept at asking questions. What is…, how does it work, is there another way, what about this, why… and so on. This teacher asks these questions of both others and themselves on a regular basis. Never content with answers that take on a, “This is how it has always been done.” flavor. The LeadUp Teacher knows that questioning the status quo is their responsibility and others actually expect them to push the envelope with their questions. -Heidi
Adds Value to Others
LeadUp Teachers recognize how to relate to colleagues in all positions, and they devote quality time to listening with understanding to their needs and concerns. They are cognizant of what others value and are continually learning about those they work with in order to lead effectively. When we identify the strengths of those around us, we can uplift and encourage our team members to step forward. As we add value to individuals, areas of growth further develop and begin to strengthen due to trusting relationships, support, and encouragement. LeadUp Teachers are aware of the impact they have when they intentionally add value to colleagues. -Lis
Empowers & Celebrates Strengths
When teachers feel celebrated they recognize that their strengths contribute to the greater good and are motivated to make more of an impact. LeadUp Teachers understand that it’s not solely the principal’s role to celebrate the accomplishments of others, but grasp that as a collaborative team we share this responsibility.The LeadUp Teacher empowers colleagues by modeling risk-taking, sharing, and being transparent about both successes and failures. By being willing to take the fall and share about experiences, colleagues feel a sense of security which in turn promotes them to take risks as well. Leadup teachers verbalize their belief in their colleagues and act as a support system that provides genuine encouragement. -Lis
Reflective Practitioner
Deliberate reflection turns experiences into an opportunity for growth. Leadup teachers understand that they need to look back to move forward. They reflect by uncovering both their successes and failures in order to retool their practice. Reflection that is transparent promotes the growth of both individuals and teams as teachers share what they learned, and how they will proceed forward in the future. Leadup Teachers embrace a growth mindset and the idea that every opportunity around us, provides an opportunity to learn. -Lis
Habitual Learner
The LeadUp Teacher doesn’t depend on others to grow or challenge them. They view professional development as a lifestyle, not an event and are always on the lookout for opportunities to learn more, do more, and be more because they know their continual growth is a critical factor to their students’ growth over time. Being a lifelong learner is never cliche for the LeadUp Teacher, but rather is their unyielding mindset, the pervasive culture in their classroom, and encompases a passion not quenched by compliance based professional development. George Couros explained, “To truly integrate new learning, it is critical to carve out time for exploration, collaboration, and reflection to allow educators to apply what they are learning.” This is what a LeadUp Teacher does in all areas of their life. -Heidi
Ignites Innovative Practices & Embraces Shifts
The LeadUp Teacher often serves as a catalysts for innovation as they see a variety of possibilities on how to craft diverse and unique learning opportunities that richly benefit students, and their school community. As connected educators who embrace learning from fellow educators in a variety of positions, the LeadUp Teacher is able to gain a unique perspective on shifts taking place in schools globally. LeadUp Teachers are fearless in the pursuit of what’s best for students and their school community. With a tendency to be visionary, the LeadUp Teacher identifies how they are a key player in fostering systemic change through cultivating shifts that impact school culture, instructional strategy, and ultimately student learning. -Lis
Demonstrates Courage & Voice
Cultivating change and being a risk taker in education requires boldness. The LeadUp Teacher exhibits courage, finesse, and demonstrates a solid voice when it comes to advocating for improved practices and authentic learning opportunities for students. Before making decisions, a LeadUp Teacher always considers the impact on the whole child. When educators collaborate with an all hands on deck approach, they empower one another to demonstrate courage and share their voice. -Lis
Positive Outlook & Impact
The LeadUp Teacher approaches life and their work with a positive outlook. They throw kindness around like confetti and their impact is one of positivity. They believe and expect the best in others, approaching challenges with positive suppositions. They reframe obstacles as opportunities to innovate rather than seeing setbacks as overwhelming defeat. Or as LaVonna Roth explained it in her Ignite Your S.H.I.N.E. presentation at the What Great Educators Do Differently conference, They know “adversities are opportunities in disguise.” -Heidi
Passionate, Committed, & Purposefully Driven
“Purpose is the reason you journey. Passion is the fire that lights your way.” -Unknown
LeadUp Teachers are “fearless in the pursuit of what sets their soul on fire” -Jennifer Lee. They exude passion for their priorities which always center on PEOPLE first! They are committed to inspiring everyone in their sphere of influence, first and foremost their students, colleagues, and families. They see what they do as  both significant and life altering. Their passion to LeadUp is not accidental or random, but a calling that drives an unwavering, unending commitment to excellence! -Heidi
 
100% Student Focused
Doing what’s best for students is the only way a Lead Up Teacher knows how to work. Their purpose is to make the world a better place one student at a time, one day at a time. Students are at the center of their purpose, passion, decisions, and classroom. They put the needs of their students ahead of their own comfort zones, expectations, and even plans. Students are the focus of the classroom and student learning takes center stage, priority #1.
-Heidi
Each day we’re provided a new opportunity to make a difference in the lives of students and within our school community. Embracing the characteristics of a LeadUp Teacher has the potential to inspire passion to ignite within others, which empowers them to put forth their best. In this movement, how will you be an influencer who embraces the characteristics of a Leadup Teacher and sparks the spirit within others?
Elisabeth Bostwick is an innovative elementary educator in Horseheads,NY; Heidi Veal is a passionate Assistant Principal in McKinney, TX. Both ladies lead #Leadupteach, a movement dedicated to innovation and the empowerment of teacher leaders.