Recruit Teachers to become Teacher Leaders.
One of the most important responsibilities of a school administrator or teacher leader is selecting individuals to be leaders in school. To create a school culture of teacher leadership, the process of selecting teachers to be groomed to become teacher leaders must be on target. As a school administrator or teacher leader, selecting the wrong people to empower will damage the school culture. On the other hand, if the right teacher is chosen to become a leader in the school, the culture can improve expediently, as well as student learning. By selecting the right teacher to be a leader in school, the school’s leadership capacity increases as others are empowered and inspired to become leaders. The activities and information provided can assist you in selecting the “right” teacher to be a leader in your school.
Sometimes the most difficult thing for administrators to do is deciding who fits the mold of the quintessential teacher leader. In response to this, the concept of servant leadership is examined. Servant leadership is based on the premise that leaders who are best able to motivate followers are those who focus least on satisfying their own personal needs and most on prioritizing the fulfillment of followers’ needs (Greenleaf, 1970). Leaders who are more concerned about others than themselves are humble, and their humility stimulates strong relationships with followers and encourages followers to become fully engaged in their work (Owens & Hekman, 2012). Liden, Wayne, Zhao, and Henderson (2008) identified seven dimensions of servant leadership (see below). As you look to recruit teacher leaders, identify current teachers who have demonstrated the following:
If you have any questions, please feel free to contact [email protected]
Liden, R. C., Wayne, S. J., Zhao, H., & Henderson, D. (2008). Servant leadership: Development of a measure and multi-level assessment. The Leadership Quarterly, 19, 161-177.
Owens, B. P., & Hekman, D. R. (2012). Modeling how to grow: An inductive examination of humble leader behaviors, contingencies, and outcomes. Academy of Management Journal, 55(4), 787-818.
All rights reserved. Information from this excerpt may not be reproduced or used in any manner whatsoever without the express written permission from K12TeacherLeadership.
One of the most important responsibilities of a school administrator or teacher leader is selecting individuals to be leaders in school. To create a school culture of teacher leadership, the process of selecting teachers to be groomed to become teacher leaders must be on target. As a school administrator or teacher leader, selecting the wrong people to empower will damage the school culture. On the other hand, if the right teacher is chosen to become a leader in the school, the culture can improve expediently, as well as student learning. By selecting the right teacher to be a leader in school, the school’s leadership capacity increases as others are empowered and inspired to become leaders. The activities and information provided can assist you in selecting the “right” teacher to be a leader in your school.
Sometimes the most difficult thing for administrators to do is deciding who fits the mold of the quintessential teacher leader. In response to this, the concept of servant leadership is examined. Servant leadership is based on the premise that leaders who are best able to motivate followers are those who focus least on satisfying their own personal needs and most on prioritizing the fulfillment of followers’ needs (Greenleaf, 1970). Leaders who are more concerned about others than themselves are humble, and their humility stimulates strong relationships with followers and encourages followers to become fully engaged in their work (Owens & Hekman, 2012). Liden, Wayne, Zhao, and Henderson (2008) identified seven dimensions of servant leadership (see below). As you look to recruit teacher leaders, identify current teachers who have demonstrated the following:
- Emotional healing or sensitivity to personal setbacks of colleagues.
- Creating value for the community – encouraging others to engage in volunteer activities.
- Problem solving skills.
- Task knowledge that provides assistance to colleagues.
- Empowering behaviors that help colleagues grow and succeed.
- Putting colleagues first.
- Behaving ethically.
If you have any questions, please feel free to contact [email protected]
Liden, R. C., Wayne, S. J., Zhao, H., & Henderson, D. (2008). Servant leadership: Development of a measure and multi-level assessment. The Leadership Quarterly, 19, 161-177.
Owens, B. P., & Hekman, D. R. (2012). Modeling how to grow: An inductive examination of humble leader behaviors, contingencies, and outcomes. Academy of Management Journal, 55(4), 787-818.
All rights reserved. Information from this excerpt may not be reproduced or used in any manner whatsoever without the express written permission from K12TeacherLeadership.