Teacher Leadership

Teacher Sucker or Teacher Leader?

Carron Silva
Principal Candidate, Colorado State University
 What do the numbers say?
Leavers Year taught (end date)
2009 2010 2011 2012
Non- 27.3% 35.5% 25.4% 19.9%
renewed,
involuntary
Voluntary 72.7% 64.5% 74.6% 80.1%
Departure
C:\Users\csilva\Desktop\Movers and Leavers.pdf

SOURCE: U.S. Department of Education, National Center for Education Statistics, Beginning Teacher Longitudinal Study (BTLS),
“First Through Fifth Wave Data File,” 2007–08, 2008–09, 2009–10, 2010–11, 2011–12.
 Root causes

 About 51 percent of public school teachers who left teaching in 2012–13

reported that the manageability of their work load was better in their current
position than in teaching.
 Additionally, 53 percent of public school leavers reported that their general
work conditions were better in their current position than in teaching. (NCES
2014)
 Teachers are more likely to stay in if they earned $40,000 p.a., and leave if less.
 Among the beginning teachers who taught in a different school during their
second year (in 2008–09) than in the previous year (movers), 21 percent moved
involuntarily or because their contracts were not renewed. (Bump Factor)
 Among the beginning teachers who taught in a different school during their fifth
year (in 2011–12) than in the previous year, 40 percent moved involuntarily or
because their contracts were not renewed. (NCES 2015) Burn-out
How long will this tree last?
How long will you?
 Teacher “Sucker”
Stuck with it: no one volunteers for the task (moment of
silence)
Underdog: some school cultures are “dog eat dog”
Caring heart: want to contribute something good
Kick-*ss Newbie: impress your boss to keep you on.
Everybody knows me: “Cool” teacher
Raw material: Hired for your potential, not actual
value in the moment

We are here because we love kids, but we get “suckered” to death.

 TPS: What will you do?
 Scenario 1: You are at your first staff meeting of the school year. You
came early and took a seat close to the front. You don’t want to miss
anything. Before the meeting starts, a colleague approaches you and
says, “Hey, my name is Carron and I heard that you coach ____________
(insert sport). We really need you on our coaching team this year. We
lost one of the best coaches we ever had last year and we are all
bummed that they left. You look like you would do a great job.”
 Sucker Responses:

 Leader Responses:
 Teacher Leader

Love what she does: Leads with Love

Expert knowledge and skills in particular area
Aspires to artful teaching: Reflective practitioner
Delegates diplomatically
Encourages collaboration
Responds proactively, within reason.
TPS: Switch partners
Scenario 2: Your department chair just approached you
and said that your department is responsible for sharing
a research based teaching strategy at the staff meeting
next week. Since she has to be at a district training the
day before, could you prepare something for the
department to share. She really doesn’t care what you
do, just as long as it only takes 15 minutes of staff
meeting time.

Sucker Response:

Leader Response:
How do I bear fruit without breaking my back?
 Know yourself:
 Know your limits – there are only so many hours in a day. Balance.
 Be assertive: Negotiate right at the beginning based on your strengths.
 Ask to accompany someone else and promise to take over the following year.
 Ask for help before it’s too late.
 Know your stuff:
 What skills do you have or lack to do a good job; equip yourself.
 Know the scope of the job (time, resources, support).
 Know your people
 Who can you trust?
 Who will work with you?
 Who will “have your back” when things go wrong?
 Who are your “go to” people in a pinch?