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