Professional Documents
Culture Documents
Laura J. Frericks
Viterbo University
LEADERSHIP 2
Before I dive in and be the change [I] want to see in the world, my first step is
recognizing who I am and how I fit into the greater context of leadership. After taking the
Readiness for Teacher Leadership assessment found in the text, Awakening the Sleeping
Giant by Marilyn Katzenmeyer and Gayle Moller, my score showed that many of my attitudes,
values and beliefs are comparable those related to teacher leadership. Statements that I strongly
agreed with all came from the same idea of the importance of helping and mentoring others and
feeling I have earned respect as an educator. I also scored highly on working well with others and
having great knowledge and insight to share. However, sharing insights has been a secondary
concern since I am new to my district and teaching in a brand-new district and understanding
how this system functions is all consuming. I was not as willing to check strongly agree with
statements that required a commitment to working outside of school hours. However, after
working through the literature on leadership, I recognize the need and importance of additional
school meetings and school involvement that help structure a strong culture of leadership.
Another facet I did not score highly on was my willingness to be a facilitator at meetings and
present information to a large group. This may seem inconsistent with someone whose job entails
presenting information to a large group daily, but since I am new and one of the younger
teachers, I hesitate to facilitate a meeting where more seasoned teachers might have better
insights. In a journal article written by Tanya Judd Pucella, titled Not Too Young to Lead, she
speaks to the problem that young professionals deal with in regards to leadership. Providing
opportunities for these individuals helps to shape them for leadership knowledge, skills, and
disposition. However, it just may be that leadership disposition is something one has, not
something one learns. Regardless of how young or old an educator is, the qualities Pucella
LEADERSHIP 3
describes--such as risk taking, persistence, and deep listening-- suggest leadership potential.
(Pucella, 2014). This article taught me that leaders are not just the teachers that have been at
school the longest or the ones that know the most about leadership; great leaders must want to
have always accepted the decisions made at the top and have been good at being dutiful to those
decisions. Even throughout my time earning my Masters degree, I never thought about being a
principal or a grade level leader in any capacity. In my mind, principal equaled leader. After
reading Awakening the Sleeping Giant and numerous other articles from class, I realized that a
leader isnt always at the top giving orders to those below. Often people lead without even
knowing it. This realization allowed me to become more open-minded about improving my
leadership qualities.
Ive learned leadership is not one-size-fits-all. Teachers can lead in a myriad of ways, not
just from the top down. Teacher leaders can lead by modeling appropriate behavior, mentoring
new teachers, sharing ideas with others, or leading group problem solving meetings. There are
formal and informational leadership positions. A formal position could be leading a team meeting
on conferring while an informal position could be sharing resources with colleagues or even
modeling appropriate teacher behaviors (Pucella, 2014). These informal leadership positions are
ones any teacher willing to improve school climate can succeed at.
At my school, the expectations for teachers are high. From the vast amount of data
collection to the number of meetings we must attend to the thorough way in which we are
LEADERSHIP 4
required to deal with behavior issues, teachers are expected to give and then give a little more.
The silver-lining to these seemingly (at times) impossible tasks is the level of support educators
at my school receive. We have support with student behaviors, curriculum needs, making copies
and laminating, students academic and organizational needs, and playground supervision. The
amount of support the teachers have makes those expectations much more manageable.
Despite all this support, the overall attitude of the staff is exhaustion. Challenging work
still demands our time well past the last bell. The hours teachers, administrators, social workers,
and staff invest in our students do not guarantee an antidote to disruptive student behaviors. Free
cookies do not guarantee parents will come to conferences, and, most certainly, new lawmakers
do not guarantee an end to the time-consuming Educator Effectiveness system, and the frequent
Given my exhaustion, my own limited capacity for teacher leadership is simply taking a
role in supporting another person (or group of people) to better the school culture. This less than
intimidating definition allows me to be open to leadership. I, and many other educators, have the
right set of skills and enough energy to take that on. In addition, this definition of leadership is
necessary for change: overwhelmed teachers need extra support; overwhelmed teachers first
need this rejuvenating support before they can take on traditional leadership positions. In fact,
the act of informal leadership can be a stepping stone for teachers reluctant to take on more
formal leadership positions. Becoming an informal mentor for a new teacher for instance, does
not have to start with wrangling a weekly meeting time and filling out complicated forms.
Mentoring can be simple check-ins to see how the new teacher is doing and possibly sharing
resources and tips to help his or her year run smoothly. School wide leadership can also be
effortless. Leadership is initiating wearing certain colors for a spirit day for a favorite sports team
LEADERSHIP 5
or sending out an email to invite staff to participate in a faculty pot luck or participate in a winter
coat drive. The skills necessary to implement those activities are often the same ones necessary
Based on the need for informal teacher leadership at my school and the results I gleaned
from the Readiness for Teacher Leadership Assessment, I am most interested in taking on the
role of a mentor for new teachers. I am new to my district, and one of the younger teachers at my
school; however, I taught in a foreign country and for four years in an inner city, so I have great
insight, advice, and curricular ideas to share. As a first-year teacher, I had a phenomenal group of
teachers supporting me by being my sounding board and by providing me with possible solutions
to the challenges I faced. My gratitude runs so deep; I have always known I would find a way to
give back. Now, as my first year at Whittier is almost half over, I am ready to look for ways to
give back. I look forward to discovering ways I can use my talents outside of the classroom,
Everything teachers do in the spirit of strong leadership benefits our students. Every data
meeting, phone call home, guided group, and figurative collegial pat on the back lends itself to
making our students better. Becoming a new teacher mentor will greatly impact the achievement
of students. Even though I wouldnt be working directly with new teachers students, I would be
giving sound advice that the new teacher could implement. New teachers need assistance with
behaviors, academics, data, small groups, school expectations and school orientation.
Understanding how the school works as a collective unit is no small task. A strong mentorship
program reinforces a positive school climate and school excellence in terms of behavior and
academics.
LEADERSHIP 6
Mentoring new teachers is what James Heskett calls a servant leadership position. The
main purpose of servant leaders is to serve those around them. There is no agenda, no specific
type of group, and no time at which servant leaders act. Servant leaders serve often, and they
serve well. In his column titled, Why Isnt Servant Leadership More Prevalent? Heskett
suggests that servant leaders are regarded highly, feel better about themselves, and are more
productive. Servant leaders are recipients of insights and information that make them more
efficient and productive leaders (Heskett, 2013). Becoming a new teacher mentor will allow me
Good teacher leaders need to take stock of their skills. To become a proficient new
teacher mentor, many of the skills and dispositions I need are reflected in the attitude I have. I
will need to inspire new teachers to develop the following skills: inspiration, passion, patience,
open-mindedness, and positivity. Many of these attributes can be developed when a new teacher
especially model positivity. When new teachers feel frustrated, the worst thing a mentor can do is
fan those flames of negativity. The need for new teachers to feel supported is an integral piece of
my schools culture. Establishing and program that allows for leadership and support will benefit
the whole. I will lead by sending that first email, or making that first call and proving that this
leadership opportunity exists for our staff. More importantly, proving that putting a supportive
mentoring system in place, could greatly impact the climate of our school, and even district wide.
I feel confident I can become successful in the role of a teacher mentor. During my first
year of teaching, I was lucky enough to have a co-teacher who was incredibly supportive. I also
had an entire staff guiding me through one of the biggest learning curves of my life. Since I had
such a positive group of mentors when I started five years ago, I know how important this role is
and I want to pay it forward. To implement a new teacher mentoring program (my school does
not have one) I would need the support of my superintendent, principal, and dean of students. I
believe I can gain the support of my administration and the staff since this program will infuse
positivity amongst new teachers, make them feel welcome, provide school continuity, and
reinforce best practices for both the mentor and mentee. What I do not want (nor does any new
teacher want) is another thing to do, or another meeting to rush to. I want this program to be
integrated in a common-sense way so that it encourages productivity and staves off potential new
teacher pitfalls. Even if the only accomplishment of the program was a cup of coffee between a
new teacher and an experienced teacher before the start of the school year, I would consider it a
success.
References
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Heskett, J. (2013). Why Isnt Servant Leadership More Prevalent? Forbes. Retrieved from
http://www.forbes.com/sites/hbsworkingknowledge/2013/05/01/why-isnt-servant-
leadership-more-prevalent/#5e40fd784c36
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop
as leaders. Thousand Oaks, CA: Corwin Press.