I have a really limited formal leadership position in my school right now. I have been on the district technology committee since about 2000. Even then, the technology committee was more or less just a place for the grant writer to tell us what was going to happen. In the process of writing the grant we received, we were supposed to make a mission statement, but I think that was pretty much done already, too. I guess the primary role of the teachers on the technology committee was, and it, to serve as a sounding board. We hear the ideas presented to us, and respond to them. I think as long as there is no extreme response, things move ahead as planned.
I'm not one to complain without an idea for a solution. This one it tough, though. There isn't really a defined mission or vision that the technology committee is attending to. It would be really neat if we could identify staff members as technology 911 people; those identified as available to troubleshoot or assist with technology issues. These staff members could be noted in each building with an work phone and a cell phone number available. They could also be the ones to inventory and keep track of the audio/visual equipment in each building. Oh, yeah, they could also be a contact person, a liaison, between the those who are using the equipment and the IT technician, possibly elevating some of the work load for the over-worked and spread-thin technician.
I have also been trained as a coach in the 4MAT system and have served as a 2nd-year mentor for new teachers. In the 2nd year in our district, teachers have been trained to use 4MAT and were expected to write and implement a unit of study. The 4MAT coaches would guide the 2nd year teacher through that process.
I have been our science department chair, doing the usual budgeting, disseminating information, giving awards, and holding department meetings.
I have also, informally, made myself available to my colleagues, especially new ones, checking to make sure they had what they need, explaining policies and procedures, sharing practices, and trying to make them feel welcome and a part of the group.
Only being in my second year at a new building at a new grade level, I have stepped back from the 'mother hen' position and become the one seeking some guidance.
Finally, I lead a Rocket for Schools team, and in the past I have had the opportunity to work with several co-advisors. With this came some leadership opportunities,also.
I appreciated when the Organizational Leadership chapter in "Teacher Leaders" indicated that one of the distiguishing characteristics of a teacher leader is the fluidity and spontanaity of the role played by a teacher leader.
"Not all leadership positions are formal in nature. Every school has teacher leaders who do not serve—and may never have served—as official leaders, which is one of the most unique components of teacher leadership. In any kind of organization, informal leaders command a great deal of respect; they have much say and sway in determining a team's climate or the chances of a proposal's adoption, and they are often sought after for advice.Similarly, not all leadership roles are fixed—meaning assigned, specific positions. Someone might act as a mentor one week and then assume the role of innovator with a unique proposal the following week. These fluid and spontaneous roles are just as essential as the leader to the success of the team. Ideally, these people are the supporters whom the leader can trust and turn to for help in a variety of matters.
It is also expected that leadership roles will change, shift, and evolve over time. If someone was a team leader for the past five years, it does not guarantee him that role for a sixth year. Leadership roles should not be determined by seniority. Therefore, if standardized results are marginal or a teacher's leadership is questionable, a change is warranted. Don't be afraid to make changes; change, along with its potential for struggle and conflict, is often an essential ingredient of success. How to Survive as a Teacher Leader, John G. Gabriel, Chapter 1
I have found myself feeling under-used and unappreciated as a leader in my school in the past. This chapter has made me realize that, as informal as it is, the leadership I have offered in the past plays a role outside of what my intentions were - just trying to be helpful. I have something more to reflect on.
You stumbled on one of the more interesting components of informal leadership. There is very little recognition, there may even be resistance from those resistant to change of any kind and it takes time and energy. I think the intrinsic rewards are some times not enough to compensate for the gumption traps. But as you stated reflecting on the reason you are involved and not just the results my be helpful.
ReplyDeleteKeep up the good fight!
You really pose a very interesting comment on informal leadership. I, too, have found myself with no clear definition to the many hats I wear at my school. Each year, the line becomes even more fuzzy with all the informal leadership roles I take on. No one ever actually asks me to accept or take on the roles I have; they have just sort of evolved as the needs arose. Like you, I was just trying to be helpful. I laugh now because as a perfect example, I was trying to create a signature for my Outlook email account, and I could not for the life of me come up with my "tag." What, exactly, was I? Since, at the time, I did not have a current regular license but was under a five-year subbing license, I knew I couldn't label myself "teacher" but had to use "instructor." And then what? There were so many roles I was playing, I couldn't exactly come up with a neat little description. It took forever. I wonder what people like us do down the road? I also feel rather unappreciated at times, especially when some look at my schedule and assume I do nothing all day or when people just assume that I'm on call all the time. But like you, I think I have more reflecting I need to do.
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