teacher leaders: self perceptions and training needs
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Teacher Leaders: Self Teacher Leaders: Self Perceptions and Training NeedsPerceptions and Training Needs
Terry Dozier, Director
Rhonda “Nikki” Barnes, NBCT-in-Residence
Center for Teacher Leadership
Virginia Commonwealth University
School of Education
SurveySurvey
The survey sought to discover recognized teachers’– Self perceptions– Perceptions of the characteristics of a teacher
leader– Leadership roles played and training received– Desired leadership roles– Needs with regard to training
MethodologyMethodology
Purposeful sample of recognized teachers– Teachers of the Year– National Board Certified Teachers– Disney Teachers– Milken Educators– Presidential Math and Science Awardees
The SampleThe Sample
Teacher listservs and networks– National Teacher Forum Listserv– NBPTS Network Advisory Committee
Networks– Southeastern Virginia NBCT Network– Virginia Teacher Forum
RespondentsRespondents
• Survey link was sent to approximately 300 teachers, 179 responded (60% response rate).
• Virginia was over sampled
• 37 states had at least one respondent, most likely a former State Teacher of the Year or runner up.
Years of Teaching ExperienceYears of Teaching Experience
0
34
25
31 3229
27
0
5
10
15
20
25
30
35
0-5Yrs.
6-10Yrs.
11-15Yrs
16-20Yrs.
21-25Yrs.
26-30Yrs.
30+Yrs.
Areas of RecognitionAreas of Recognition
10292
61
1812
7
0
20
40
60
80
100
120N
BC
T
TO
Y
Oth
er
Pre
sid
en
tia
l
Mil
ke
n
Dis
ne
y
NBCT
TOY
Other
Presidential
Milken
Disney
37%58%60%
45%
38%37%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ConsiderThemselves Leaders
Others See Them AsLeaders
Clear Definition of"Teacher Leader"
Agree
Strongly Agree
Recognized Teachers are Confident About Themselves as Teacher Leaders
96%
82%
97%
69%
54% 53%
44%
0%
10%
20%
30%
40%
50%
60%
70%
Mentor New Teachers Write Curriculum Coach ExperiencedTeachers
Provide PD toTeachers
Self Perception of Leadership SkillsI have the knowledge and skills to. . .
Teacher Leaders Lack Confidence in Key AreasTeacher Leaders Lack Confidence in Key Areas
14%
11%
10%
0%
2%
4%
6%
8%
10%
12%
14%
No Child Left Behind Act The Needs of Policymakers andSkilled at Discussing Policy
with Them
My State's Procedure forAdopting Policy
I am knowledgeable about. . .
Self-Perceptions in the Area of Educational PolicySelf-Perceptions in the Area of Educational Policy
Strongly Agree
Agree
Not Sure
Disagree
StronglyDisagree
I am knowledgeable of the needs of educational policymakers and skilled at discussing educational policy with them. (N= 177)
1%
23%
25%
40%
11%
Strongly Agree CharacteristicsStrongly Agree Characteristics
Of the 20 teachers who indicated they strongly agree– 15 were Teachers of the Year (TOYs) – 75%– 11 were NBCTs – 55%
• Of the eleven NBCTS, 6 (54%) were also TOYS
– ALL who responded “strongly agree” were TOYS, NBCTS, or Both
Teachers of the Year More Teachers of the Year More Confident in the Policy ArenaConfident in the Policy Arena
I have knowledge of and am skilled at discussing policy. – 57% of TOYs strongly agree/agree– 26% of NBCTs strongly agree/agree
The best combination appears to be TOYs who are also NBCTs– 63% of the TOY/NBCT combos strongly
agree/agree
89%
81% 80%
70%
64%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Advocate forStudents and the
TeachingProfession
StrongCommunication
Skills
Articulate AboutTeaching Practice
Excellent Teachers KnowledgableAbout Current
Education Issues
Respondents WhoStrongly Agree
Important Characteristics of Teacher Leaders
89%
37%
31%33%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Advocate forStudents and the
Teaching Profession
Understand HowPolicy is Developed
Know How to Workwith Policymakers
Know How To WorkWith the Media
Most Important Role ofTeacher Leader
Skills Needed by TeacherLeaders
Disconnect Between the Perceived Role of Teacher Leaders and the Skills Needed
Most Common Leadership RolesMost Common Leadership Roles
• Staff Development (93%)
• Curriculum Development (84%)
• Grade Level/Department Chair (84%)
• Mentoring New Teachers (82%)
• Coaching Experienced Teachers (65%)
Training ReceivedTraining Received
Have you received training for ALL of the leadership roles you have played? (N=177)
–Yes 18%
–No – 82%
Mentoring and CoachingMentoring and Coaching
120
45
85
40
0
20
40
60
80
100
120
Mentor NewTeachers
CoachedExperienceTeachers
Total
Not Trained
38% NT 47% NT
Educational Policy and IssuesEducational Policy and Issues
43
23
39
31
0
5
10
15
20
25
30
35
40
45
Policy &Issues
Advisor toPolicymaking
Group
Total
Not Trained
53% NT 79% NT
Desired Leadership RolesDesired Leadership Roles
Please select the TOP THREE areas in which you have NOT served as a teacher leader but would like to serve as one. (N = 179)
TOP THREE ARE…
– Teacher Recruitment– Educational Policy and Issues– Advisor to Policymaking Group
95% of the respondents chose one of these
three areas.
65% 64%
40%
0%
10%
20%
30%
40%
50%
60%
70%
UnderstandingEducational Policy
Working Collaborativelywith Educational
Policymakers
Interpreting EducationalResearch
Recognized Teachers Want Training to Help Them Become Effective in the Policy Arena
Top 3 Aspects of Teacher Leadership in Which Additional Training is Needed
Training Needed
Please select the TOP THREE aspects of teacher leadership for which you feel you need additional training (N=179)
Every respondent chose Understanding Educational Policy and Issues or Working Collaboratively With Educational Policy Makers as one area in which they needed training.
Barriers to Teacher LeadershipBarriers to Teacher Leadership
• Time
• Lack of training
ConclusionsConclusions
• Self Perceptions• Characteristics of a Teacher leader• Lots of leadership roles/positions• Not trained for all• Almost no leadership in policy and those who did
lead…had no training• Recognized teachers want to be trained in and
have opportunities to influence educational policy.
PolicyArena
District
School
Teacher Leadership Pyramid
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