(1)  Teachers as Leaders. EDU 600. May 2016. "Teachers As Leaders: PLC Communities Part I"

Rationale: “Teachers as Leaders” is a leadership program developed and implemented by the Mountain Brook, Alabama school system (Searby & Shaddix, 2008). The program addresses a need for continuity in the school’s leadership as many top level administrators are preparing to retire; however it is not designed as a “Teachers as Future Administrators” program. Its purpose is to create and sustain leadership among teachers at all levels and capacities, moving away from the traditional belief that the principal is the sole leader in the school community (Lambert, 2005, as cited in Searby & Shaddix, 2008).   

"Teachers as Leaders" is a collaborative undertaking that promotes team building starting with individual leadership trait analysis and continues through developing systems for cross-functional collaboration.  As such, it supports the development and continuation of learning communities. I use the principles of collaboration embedded in the Teachers as Leaders program to develop a four-prong approach to our school's search for a new principal: 1. reflection meeting; 2. cross-functional study teams; 3. action research/implementation teams; and 4. celebration committee (once problem is solved or transition is complete).  

Reflection: The four prong approach was already partially in place at the school. It was the same group of teachers, across a spectrum of grade levels and subject areas, who conducted all four of the steps above with parents help at the celebration. Work being done by a small group of teachers is a function of it being a small school. Missing is the benefit of passing the baton from one group to the next to keep the flow of ideas fresh. When sufficient resources are available to do add more groups to the next problem-solving or transitioning process, this four prong approach would be well-received.  

Also, looking back at my short and long term leadership goals, it is pleasantly surprising that nearly all were met! A few were dropped. This two-year process has given me confidence to move forward with a new set of short and long term goals, which I plan to develop at the beginning of the 2019-2020 academic year.  

(2) Teachers as Leaders. EDU 600. June 2016. "Developing Teacher and Principal Roles in a Professional Learning Community: PLC Communities Part II"

Rationale: Traditional top-down leadership models no longer are suited to the contemporary mandate to provide optimal learning opportunities for all students. A collaborative approach allows the necessary resources and ideas to develop in order to meet learning needs of all students. Results become the measure of success. In this second paper on PLCs, the focus is on meeting the needs of students - all students. It is important to keep in mind that learning communities, of which teachers are a part, serve the needs of all students first and foremost. This paper underscores that importance.

Reflection: The flow of work and discussion between resource teachers and homeroom and subject area teachers is very good at the school where I currently work.  Teachers are interested in all of the students. It is a small teacher to student ratio, which helps make this approach possible.

NBPTS: Five Propositions