With innovative approaches like differentiated instruction, collaborative professional development and teacher mentoring, teacher leaders are now shouldering many of the responsibilities typically carried by administrators. Central administrative approaches can overburden stakeholders with discussion, slowing responses to student needs. To address this challenge, some schools are creating teacher leadership programs wherein teachers also manage the school. In these teacher-powered schools, specially trained teachers run budget meetings and handle parent communications, taking on the different roles required of both teachers and administrators.
What Does a Teacher-Led School Look Like?
In many teacher-led schools, teachers use data to create flexible, differentiated classrooms where students get the instruction that suits their individual needs. For example, a student might be in a high-level geometry class that goes beyond standard curricular levels. That same student, however, might not understand fractions as well, so she moves to a more foundational group for fractions. This response to student need is not new, but it is hard to orchestrate if there are too many cooks in the kitchen. Teacher-led schools may handle this kind of instruction more effectively.
In order to really respond in this manner to student need, teachers need to know how to interpret and respond to data. Teachers in an online master’s degree for teachers program may find they are better equipped to make this kind of school a success. They also may be better positioned to apply for a teacher-led school position because they have a deeper understanding of both the teaching and administrative perspective.
A Teacher-Led School and Professional Development
One of the many benefits of teacher-led schools is that teachers get to do jobs that they would not normally perform. Teachers can run budget meetings, create workshops for parents and develop new scheduling systems. These tasks can be a great form of experiential professional development because teachers see the immediate benefits of the work they do.
Another great side-effect of teacher-led schools is that teacher leadership often helps teachers understand different perspectives within the educational system. Studies show that talented teachers need pathways for growth. This model offers a multitude of growth opportunities depending on which opportunity any individual teacher seizes.
How Should a School Research a Teacher-Led Program?
After a great principal resigned from the Reiche School in Portland, Maine, an interim principal filled in as teachers took one year to research what it would mean to move to a teacher-led program. They came up with suggestions to help the process.
- Take time to research.
- Establish group norms and set clear boundaries and meeting agendas.
- Be slow and consistent.
- Reach out to other stakeholders like the union.
- Get the structure done right the first time. It is hard to remediate later.
- Visit a teacher-led school near you.
Is a Teacher-Led School Easier or More Difficult?
Essentially, moving to a teacher-led room should be the equivalent of cutting out the middle man. Teachers will have to take on new roles, which could initially be more difficult, but like any new job, it gets easier with time and practice. When a problem occurs in a teacher-led school, the teachers get together and make decisions collaboratively. This will change the face of teacher leadership because teachers will need to shift in and out of different roles.
Stakeholders will need to adjust to these transitory authority figures as well. The key to making a smooth transition to a teacher-led school is through transparent operations and clear communication. The more problem solving strategies teachers have in their toolbox, the better they will manage situations. Getting an online master’s degree for teachers can be one way to gather as many strategies as possible to prepare you to be a successful teacher leader.
A Teacher-Led Program Does Not Operate in Isolation
Designing a teacher-led program requires a more localized form of authority, but it also requires different stakeholder groups like unions, district leaders and community members. It is important to develop clearly delineated teacher leaders within the school so that parents and outside stakeholders can identify the teacher leadership when they need to get questions answered and problems solved.
Learn about the Lamar University online M.Ed. in Teacher Leadership program.
Sources:
Education Week — What It’s Like to Teach in a Teacher-Led School
Education Week — Teacher-Led School Innovates With Student Regrouping
neaToday — Teacher-Led Schools: They’re Here and More Are on the Way
