Leaders
Respect Overcomes Resistance
New practices must become part of the
instructional culture of the school. They
must move from new practice to the “way
we do things around here.”
But what happens when teachers are
deeply attached to their own way of doing
things and comply (somewhat) with the
new practice but never truly make it their
own? A solution came to me while I was speaking with a
highly respected teacher who did not like our new writing
curriculum. We decided that she would continue her way of
teaching while the rest of the grade level adopted the new
curriculum. When state-level test scores arrived, we would
compare the grade-level average with her [students’ scores]. If
her average was higher, she would continue to use her
method, and we would reexamine what we were doing. If the
grade-level average was higher, she would adopt the new
curriculum.
In the end, she adopted the curriculum without reservation, and our scores continued to climb. I was able to honor
this teacher’s skills, and yet move forward, enabling the new
curriculum to eventually become “the way we do things
around here.”
—Juan Córdova
Principal, Horizon Academy at Marion Oaks
Ocala, Florida
Start with Vision
I’ve been teaching for five years following a 19-year career in
community organizing, and I’ve found that effective leadership in schools works the same as elsewhere—it’s about
having a vision and then, through listening and developing
relationships, agitating others to modify that vision so that
they make it their own.
It’s not about being a charismatic guru who sweeps everybody off their feet. That kind of cult of personality (no matter
how well intentioned) is a house of cards that will collapse at
the first sign of trouble or when that Dear Leader leaves.
And it’s not about knowing exactly what should be done
and then being self-righteously indignant and whiny when
others don’t follow your lead.
If you think your vision is valid, listen to the hopes and
dreams of people around you. Ask them what they think it’ll
take to make their dreams happen. Incorporate those ideas
into your vision, and help people see how they can realize
their goals through working with you.
—Larry Ferlazzo
Teacher, Luther Burbank High School
Sacramento, California
Be Positive
Relationships are at the heart of leadership. In these tough economic times, with
more and more funding cuts, teachers are
being asked to prepare children to
compete globally in a fast-changing
society. As a budding school leader in a
growing high school, I understand that
my most important job is to work continually, systematically, and steadfastly to create the most positive
working and learning environment for teachers and students.
This task must be a priority at all times.
—LaQuanda Brown
Principal, Alcovy High School
Covington, Georgia
Ownership Leads to Success
Effective teacher leaders don’t mandate from a position of
power; they provide opportunities for teachers to define their
own goals. When I was a literacy coach, I worked with a small
cadre of English teachers who resisted and resented district-mandated curricular policies. But when given the task of
collaboratively developing an action research question based
on data or their own observations, our cadre developed camaraderie and mutual respect. We researched topics, shared our
findings, developed and implemented lessons, and then came
back together to discuss our learning. As the literacy coach, I
provided resources like research articles and compiled the
