Leadership and the Development of Collaboration
Developing teacher leadership is central to supporting and sustaining professional learning in an ever-changing global environment. It is the responsibility of school principals to establish processes of communication thereby promoting a collaborative culture among members. In the Change Leader, Michael Fullan exhorts leaders to create nurturing environments for their followers and holds the leadership accountable for promoting and sustaining professional development (2011). The aspiring teacher leader begins to cultivate the knowledge, attitudes, skills, aspirations, and beliefs of effective leadership qualities. According to Yves Gagnon, in his book entitled The Case Study as Research Method, explains simply that human and social systems are complex, therefore leaders need an in-depth understanding of the interpretations of the actions and reactions with and between team members (2010). Interestingly, the knowledge, skills, and abilities desirable for empathizing with the human workings are not often addressed in teacher leadership development programs. Not to discount or demonstrate lack of respect for the myriad of decision-making expertise essential for operating a million dollar organization, however, this paper will identify the soft skills of leadership.
Introduction Enterprising innovation for collaboration necessitates professional alliances established upon trust, teamwork, and timely feedback amongst educators is eminent. This paper articulates specific teacher leadership behaviors, notably identified with gains in student learning, through continual cooperative corroboration between colleagues. Teacher leadership behaviors, thereby promoting collaboration, is defined by (a) what it looks-like, (b) sounds-like, and (c) feels-like within the workplace is verified through authoritative research, case studies, and well-established theories.
Teacher Leadership Importance to Collaboration
Within any given school day, there are problems, unanticipated issues, accidents, and/or untimely administrative observations. These occurrences add additional undo stress upon the teacher, who is additionally responsible for meeting standards, timelines, and deadlines. Teacher leaders serve as a safeguard for the teacher caught between the problems at hand and an opportunity for an improved performance. The teacher leader serves as the benchmark for novice teachers to direct their progress. The teacher leader appears prepared, professional, and always approachable when support is needed. There is the understanding that all teachers need support in one area or another, but this does not presume helplessness, and the teacher leader is not the know all of all. Teachers, infamous for answers, discover educational advancement arriving through inquiry. From effective teaching to teacher leadership, learning is centered on identifying which essential questions raised (Reason & Reason, 2007). Considering the examples of leadership roles within the curriculum development versus the establishment of standards. Administrators focusing on the schedules do not allow teachers opportunities to collaborate on topics, just those significant to the needs of the student. The development of curriculum, as well as, the time invested in selecting one curriculum over another. Voting on district curriculum takes several months of examination and analysis, while taking even more years to develop. Unwrapping the standards through collaboration and inquiry is only viable option for education professionals.
Leadership as Collaborator
Inquiry within the framework of educational standards represents the pathway toward establishing rapport leading towards authentic collaboration between colleagues. The influence of inquiry is reliant upon the extent that trust and respect is present between members. Without it, superficial questions will shadow the essential ones. As few would chance ridicule or rebuke that may occur when soliciting an unpopular inquiry.
Another misconception of the teaching profession is to “fake it, until you make it.” Why is it that in education students learn collaboratively, but educators do not? Is it that educators are guaranteed clients year after year that they do not feel that they need to engage in professional learning? Are teachers insecure about areas of weakness and do not trust colleagues/leaders with their vulnerabilities? As cited by Richard Sagor, Judith Warren Little initiated studied in the 1980’s of the characteristics surrounding effective work cultures. Summarizing Little’s research findings included common characteristics distinguishing effective work cultures as collegiality, collaboration, and professional learning were (Sagor, 1992). Learning through collegial collaboration is present in various service vocations. For instance, shadow a doctor, lawyer, engineer, or architect for a day and notice collegial associations and inquiries are the norm (Sagor, 1992). Mike Mattos demonstrates the urgency for educational collaboration in an effort to establish the interventions considered necessary to revive the unconventional learner from a life of dependency. Students struggling to pass standardized assessments, experience test anxiety, or bored in the classroom may not make it to graduation. Sagor compares the classroom teacher to an egg in an egg crate, safely nested, isolated and cut off (Sagor, 1992). Teachers are social with most of the interactions demonstrating the characteristics of Little’s ineffective collaboration (Reason, 2011). The solution is found within each teacher who is empowered to take risks, make mistakes, and learn from them. This identifies what teacher leadership sounds like in a collaborative setting.
Conclusion
Above all, contemporary research identifies the significance of developing trust between colleagues has upon promoting collaborative innovations. The aspiration for collaboration is to link past practices with present progress for the sole purpose of propelling students and teachers to achieve.
References
Fullan, M. (2011). Change Leader. San Francisco, CA: Jossey-Bass A Wiley Imprint.
Gagnon, Y. C. (2010). The Case Study as Research Method A Practical Handbook. Quebec, Canada: Presses de l’Universite’ du Quebec.
Mattos, M. (2008). The Collaborative Administrator. Walk the 'lign: Aligning school practices with essential PLC characteristics. Bloomington, IN: Solution Tree Press.
Reason, C. & Reason, L. (2007, September). Asking the Right Questions. Educational Leadership, 65(1) 36-40, located at http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27213652&site=ehost-live&scope=site
Sagor, R. (1992). Collaborative Action Research. Alexandria, VA: Association for Supervision and Curriculum Development.
