About Owen

 

Cathy Owen is Director of Learning for the National Staff Development Council. It is a national organization devoted to improving student learning through a focus on improving teaching and leadership.

 

Cathy Owens's article entitled Leading Without Leaving the Classroom provides us with ideas about how our jobs naturally lend themselves to being Teachers as Change Agents. 

 

Please read the following summary of this article that was chosen as an additional resource to this topic.

 

“Never before has the need been so great for classroom teachers to become agents of change and position themselves as problem solvers at the school building level” (p.57).

 

Teachers are in the unique position to become agents of change and take on more responsibilities and leadership roles that will positively "transform schools from more traditional workplaces into professional learning communities" (p.58).  Owens believes that teachers are the best at quickly and efficiently solving problems within schools because their inside knowledge and daily experiences provide them with a unique perspective and insight.  Although she does not dismiss the need for outside support from professional consultants when necessary, she feels that "teachers are uniquely positioned to assume leadership roles on a variety of tasks which could transform schools" (p.57).  Owens is aware that in many instances, the experience, skills and strengths of teachers enables them to become effective "first responders" and offer "the best and most practical solutions" to educational concerns (p.58).

 

§        Facilitate team meetings

 

§        Model lessons for new teachers

 

§        Mentor new teachers

 

§        Have input into staff development

 

§        Serve on site-based leadership teams

 

§        Write and manage grants

 

§        Lead in school wide learning events

 

Teachers are sometimes reluctant to take on a leadership role. They know what to do to improve the teaching and learning environment in their classroom but do not see themselves as facilitating these changes within their schools or the educational community. Owens discusses the need for teachers to develop a leadership mindset. They can take initiative by recognizing their part in ensuring the success of all students and the need to assume more responsibility for creating solutions with colleagues and principals. "Teachers have to be able to ask the hard questions, grapple with the difficult answers, and do the hard work necessary for effecting change" (p.59).

 

According to Owens, teachers must acknowledge what they know and learn what they do not know.  She goes on to say that to be able to lead effectively, teachers need to have knowledge and skills, emotional intelligence, an ability to build trust, skills at facilitation, and a knowledge of adult learning theory to be able to engage their colleagues.  Owen gives some practical examples of ways to lead by these "agents of change who choose not to leave the classroom but rather lead from the classroom" (p.59):

 

 

§      Model best practices

 

§      Share student evaluation methods

 

§      Videotape and review each other’s teaching

 

§      Offer solutions to a school’s most challenging questions

 

§      Lead learning labs for colleagues

 

§      Form study groups to review and assess needs of challenged students

 

§      Collaboratively develop individualized learning plans

 

§      Collect and provide samples of assessment data and lead a reviewing process and next actions to support application of new knowledge

 

§      Join the school improvement planning team and create a school wide professional learning curriculum

 

§      Research and share strategies for job-embedded learning

 

§      Develop flexible teaching schedules for team planning

 

§      Encourage peer observation

 

§      Promote coaching of colleagues

  

§      Encourage reflection on practice

 

Collaborating with colleagues and principals will also support new teacher leaders to develop skills to become more effective as leaders. Teachers can, in turn,  share strategies for school improvement with principals who are then able to implement these strategies. Principals would come to realize that teachers have the expertise and willingness to provide support. Owen goes on to discuss "progressive principals" (p.60) as those who engage a team of thinkers, planners and gap closers to assess situations and issues, recommend  how to address them, assist in a plan of action, and gain support in making it happen. These principals encourage strategic thinking and elevate the teachers’ voice on issues offer greater autonomy.  With such leadership, vision and collaboration "the school establishes a teaching and learning culture where leading without leaving is the intended goal not an outcome by default" (p.60). 

 

Teaching and learning today during times of great technological advancements, shifts in federal and educational policies require the input and support beyond simply the administrative team. "The timing for teachers to lead is now" (p.60).  Owens urges a change in our thinking, in our mantles of leadership, and in how we address the work we do in school. We need teachers who are willing to lead and principals who acknowledge our expertise to effectively address school communities who are seeking authentic change.

 

"Question for Consideration"

  

Do you agree or disagree with Owen that teachers are uniquely positioned to assume leadership roles that could transform schools?  Why or why not?

 

After posting your comment and reviewing those of your classmates, click here for the next learning activity.