Module 2-1 Emergent Leadership’s Effect on Classrooms

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© 2021 AMERICAN COLLEGE OF EDUCATION 1 Module 2: Leadership for School Improvement Part 1 Transcript: Emergent Leadership’s Effect on Classrooms NOTES Leadership is the ability to influence individuals toward action. The definition says nothing about official titles or formal designation. True teacher leadership is based on contributions to the teaching profession rather than recognition by a third party, such as a principal. Consider the following scenario. A district introduces an initiative requiring all teachers to engage in 20 additional hours of professional development on instructional strategies for students with autism. Many schools struggle to invite guest speakers or get on a waiting list to secure a district trainer. In one middle school, a mathematics teacher, who is also certified in special education, volunteers to provide the autism training before and after school. One of her areas of expertise is autism. In this scenario, an opportunity presents itself for the mathematics teacher to emerge as a leader. While colleagues begrudgingly attend the trainings, little to no financial resources are needed to provide the in-house professional development sessions. As a faculty member of the school, the teacher already knows many students in the special education department and has close relationships with them. The teacher leader in this case also knows how the school operates and the personalities of the attendees. She uses this knowledge to tailor the professional development to the specific needs of the teachers, relay progress to the school administrator, and make immediate adjustments to the training. Even though staff seemed antagonistic about the required trainings at first, they come to respect the teacher leader during continued collaboration and follow-up meetings. Emergent leadership happens when a teacher assumes a leadership role naturally (Gerpott et al., 2019). Think of emergent leadership as happening at the right time and place (Gerpott et al., 2019). In our example, the teacher may have had no formal leadership role, but when the situation called for it, she provided

© 2021 AMERICAN COLLEGE OF EDUCATION 2 NOTES a relevant and unique service to staff in support of the district’s initiative. Leaders influence others, and this emergent leader certainly had, and will have, many opportunities for collaboration. Working at a school allows the teacher leader to observe classrooms to gauge the success of strategies used with students, provide feedback, be available for questions, and attend collegial discussions. While those who have seniority, charisma, advanced knowledge, or titles may be seen as natural leaders, task-oriented individuals are more likely to emerge as leaders (Gerpott et al., 2019). Both extroverted and introverted individuals can emerge as leaders when opportunities present themselves. School administrators who support teacher leadership often will see more leaders emerge within a school. Schools encouraging teachers to participate in both formal and informal leadership roles can fulfill school improvement plan objectives more successfully. Consider what happens in a school where no one steps forward to volunteer, and the only way students receive additional assistance is when a principal assigns more responsibilities. Just think how this would impact the morale of students. Consider this scenario. Suppose a principal encourages and supports all teachers to engage in leadership roles, whether formal or informal. The principal fosters a culture where all staff input and teacher leadership are valued. Veteran teachers frequently coach new teachers, collaborate with one another, and support each other like a family. Then, the principal retires. When a new principal arrives with a more autocratic leadership style, the teacher leaders find their suggestions are ignored. Eventually, they stop stepping up to assist on various projects within the school, and teacher-to- teacher collaborations nearly vanish. Many leave the school either through early retirement or transfer. In staff meetings, the new principal conveys surprise at the low number of staff who volunteer. Administrators who look for opportunities to empower employees through unofficial volunteer leadership opportunities

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