Teacher Leaders: Self Perceptions and Training Needs

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Teacher Leaders Self Perceptions and Training
Needs
Terry Dozier, Director Rhonda Nikki Barnes,
NBCT-in-Residence Center for Teacher
Leadership Virginia Commonwealth
University School of Education
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Survey

• 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

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Methodology

• Purposeful sample of recognized teachers
• Teachers of the Year
• National Board Certified Teachers
• Disney Teachers
• Milken Educators
• Presidential Math and Science Awardees

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The Sample

• Teacher listservs and networks
• National Teacher Forum Listserv
• NBPTS Network Advisory Committee Networks
• Southeastern Virginia NBCT Network
• Virginia Teacher Forum

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Respondents

• 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.

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Years of Teaching Experience
7
Areas of Recognition
8
Recognized Teachers are Confident About
Themselves as Teacher Leaders
97
96
82
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Self Perception of Leadership Skills
I have the knowledge and skills to. . .
10
Teacher Leaders Lack Confidence in Key Areas
I am knowledgeable about. . .
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Self-Perceptions in the Area of Educational Policy
I am knowledgeable of the needs of educational
policymakers and skilled at discussing
educational policy with them. (N 177)
1
23
25
40
11
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Strongly 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

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Teachers of the Year More Confident 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

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Important Characteristics of Teacher Leaders
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Disconnect Between the Perceived Role of Teacher
Leaders and the Skills Needed
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Most Common Leadership Roles

• Staff Development (93)
• Curriculum Development (84)
• Grade Level/Department Chair (84)
• Mentoring New Teachers (82)
• Coaching Experienced Teachers (65)

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Training Received

• Have you received training for ALL of the
  leadership roles you have played? (N177)
• Yes 18
• No 82

18
Mentoring and Coaching
38 NT
47 NT
19
Educational Policy and Issues
53 NT
79 NT
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Desired 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.

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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
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Training Needed

• Please select the TOP THREE aspects of teacher
  leadership for which you feel you need additional
  training (N179)
• Every respondent chose Understanding
  Educational Policy and Issues or Working
  Collaboratively With Educational Policy Makers as
  one area in which they needed training.

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Barriers to Teacher Leadership

• Time
• Lack of training

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Conclusions

• 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
  leadhad no training
• Recognized teachers want to be trained in and
  have opportunities to influence educational
  policy.

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Teacher Leadership Pyramid