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IntroductionEducators are expected to collaborate in teams for continuous improvement
Leading these teams means leading peers and equals
§ Why are some teachers chosen for peer-leadership?
§ Why do they accept the role?§ How do they handle challenges?§ Is leadership training needed?
MethodsTeachers in Central Texas were asked these questions via an online survey distributed through teacher networks, utilizing snowball sampling.
They responded eitheras Team Leader or Team Member.
AcknowledgmentsThanks to the entire HDO faculty and staff, starting with Dr. Beaver for helping me believe; thanks to Rolee Rios, Jessica Crawford and Dr. Amy Ware for repeatedly talking me off the FAFSA ledge; to Dr. Davida Charney for getting me to the finish line, and more personally, thanks to my family and friends, including Cindy Ward for inspiration, to Ronni Riordan and Kristen Wilcox for support, and special thanks to Clint Stepp—you helped me in more ways than I will ever have words to say.
Results Conclusions§ In a system that demands
collaboration, a teacher’s simple availability and willingness are as important as inherent skill in their selection as leaders. In short, they are picked to lead as much because of their acquiescence as their skill.
§ Those electing to be supporting members do so willingly; they feel qualified to lead but are already contributing in other ways and cannot take on the extra work.
§ Leaders handled most challenges without prior experience or training and had to ‘figure out” most of the challenges they faced.
§ Every suggested type of training garnered support from respondents with on-going support being most positive.
Rachel Sam Rhodes, Master of Arts CandidateHuman Dimensions of Organizations, The University of Texas at Austin
Literature CitedBullough, Robert V. “Professional Learning Communities and the Eight-Year Study.”
Educational Horizons, vol. 85, no. 3, 2007, pp. 168–80. DuFour, Richard, and Rebecca DuFour. Learning by Doing: A Handbook for Professional
Learning Communities at Work TM. Solution Tree Press, 2013.
Lang, Annamarie, and Bradford Thomas. “Crossing THE CANYON.” T+D, vol. 67, no. 3, Mar.2013, pp. 36–39.
Stoll, Louise, et al. “Professional Learning Communities: A Review of the Literature.” Journal of Educational Change, vol. 7, no. 4, Dec. 2006, pp. 221–58.
Further InformationFor details about my survey and research orinformation about educational peer-leadership,contact me at [email protected].
Teachers as Peer-Leaders: Is Training Needed?
0
1
2
3
4
5
6
7
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9
Content Knowledge Willingness and
Availability
Grooming/Preparation People skills
Leaders: Factors in Selection for Role
Definitely Probably Maybe Not at all
0 1 2 3 4 5 6 7
Content Knowledge/Basic Competence
Parent/Stakeholder Issues
Pedagogical/Teaching Guidance
Personal Behaviors
Compliance with Policies/Procedures
Personal Emotional Issues
Response to Challenges: Leader’s View
Knew What to Do Had to Figure it Out
Didn't Occur Handled Poorly
Avoided/Ignored
0 1 2 3 4 5 6 7 8 9
Others More Qualified
Lack People Skills
Was Not Asked
Wanted, did not get
Another "groomed" for role
Can't Take on Extra Work
Already Doing Plenty
Members: Why not Leading?
Not at all Definitely, Probably, Maybe
02468
101214161820
One-Time Small
Group Training with
Professional
One-Time Small
Group Training +
Year-Long Support
Group
One-Time One-on-
One with Mentor
Ongoing One-on-One
with Mentor
Printed Guidebook Summer Professional
Development
Would Training Help?
Very, Probably, Maybe Waste of Time
