researched literature review
TEACHER LEADERSHIP AND DEEPER LEARNING FOR ALL STUDENTS
BY BARNETT BARRY, CEO
CENTER FOR TEACHING QUALITY
In this Center for Teaching Quality paper published in March of 2016, Barnett Barry identifies three shifts he believes to be imperative for schools in the United States to create deeper learning for all students. He argues that in order for students' learning and leadership to emerge, school systems must first focus on teacher learning and leadership; the predicted natural outcome of increases in teacher learning and leadership are increased outcomes for students. Barry (2016) begins with a discussion of the need for deeper learning for the student population. The 21st Century student needs to be prepared "for a future in which they are likely to hold a dozen or more jobs . . . [with] more and more of those jobs . . . requir[ing] working through complex problems rather than applying simple formulas to routine tasks" (pg. 9). One avenue to deeper learning is through technologically rich learning experiences which personalize learning. Beyond being able to deliver such experiences, teachers must also be able to create a learning environment that builds on the community and invites in all stakeholders. Barry argues that deeper learning comes from schools where teacher leadership is embraced and is part of the culture. The three shifts follow from these arguments.
Shift 1: Demand for a New Kind of School Accountability
Whereas past systems of accountability focused on student scores on standardized tests, Barry (2016) suggests changing the nature of accountability to being linked to authentic assessments of deeper learning. In this system teacher expertise is acknowledged and utilized to maximum effect. Such an accountability system would be shared across the stakeholder network in a cyclical fashion joining together teachers, administrators, district personnel, legislators, and the public.
Shift 2: Visibility of Innovative Organizational Designs
In identifying his second shift, Barnett Barry (2016) looked to other international school systems as well as the private sector to predict organizational models that would allow for greater utilization of teacher leaders. Across these effective systems, the hierarchal system in being collapsed through "structuring work based on principles of holacracy . . .rather than being supervised and directed with in a traditional management hierarchy, employees are expected to engage in circles with their colleagues to vet new ideas and solve problems, as well as to evaluate and reward one another" (Barry, 2016, pg. 28). Through this shift, teams will take ownership of professional learning and driving student outcomes.
Shift 3: Teacher Networks
As teachers move into these leadership roles and districts embrace the holocracy, Barry predicts the rise of teacher networks and new ways for teachers to receive professional development. Just as students will be engaging in personalized learner, so too shall their teachers. Through the emergence of micro-credentialing, teachers will be able to leverage their interaction in robust online communities through an "agile online system [that] allows practitioners to identify competencies, submit evidence of mastery,and earn digital badges . . . micro-credentials permit teachers, individually and in teams, to document their actual skills and abilities" (Barry, 2016, pg. 29).
BY BARNETT BARRY, CEO
CENTER FOR TEACHING QUALITY
In this Center for Teaching Quality paper published in March of 2016, Barnett Barry identifies three shifts he believes to be imperative for schools in the United States to create deeper learning for all students. He argues that in order for students' learning and leadership to emerge, school systems must first focus on teacher learning and leadership; the predicted natural outcome of increases in teacher learning and leadership are increased outcomes for students. Barry (2016) begins with a discussion of the need for deeper learning for the student population. The 21st Century student needs to be prepared "for a future in which they are likely to hold a dozen or more jobs . . . [with] more and more of those jobs . . . requir[ing] working through complex problems rather than applying simple formulas to routine tasks" (pg. 9). One avenue to deeper learning is through technologically rich learning experiences which personalize learning. Beyond being able to deliver such experiences, teachers must also be able to create a learning environment that builds on the community and invites in all stakeholders. Barry argues that deeper learning comes from schools where teacher leadership is embraced and is part of the culture. The three shifts follow from these arguments.
Shift 1: Demand for a New Kind of School Accountability
Whereas past systems of accountability focused on student scores on standardized tests, Barry (2016) suggests changing the nature of accountability to being linked to authentic assessments of deeper learning. In this system teacher expertise is acknowledged and utilized to maximum effect. Such an accountability system would be shared across the stakeholder network in a cyclical fashion joining together teachers, administrators, district personnel, legislators, and the public.
Shift 2: Visibility of Innovative Organizational Designs
In identifying his second shift, Barnett Barry (2016) looked to other international school systems as well as the private sector to predict organizational models that would allow for greater utilization of teacher leaders. Across these effective systems, the hierarchal system in being collapsed through "structuring work based on principles of holacracy . . .rather than being supervised and directed with in a traditional management hierarchy, employees are expected to engage in circles with their colleagues to vet new ideas and solve problems, as well as to evaluate and reward one another" (Barry, 2016, pg. 28). Through this shift, teams will take ownership of professional learning and driving student outcomes.
Shift 3: Teacher Networks
As teachers move into these leadership roles and districts embrace the holocracy, Barry predicts the rise of teacher networks and new ways for teachers to receive professional development. Just as students will be engaging in personalized learner, so too shall their teachers. Through the emergence of micro-credentialing, teachers will be able to leverage their interaction in robust online communities through an "agile online system [that] allows practitioners to identify competencies, submit evidence of mastery,and earn digital badges . . . micro-credentials permit teachers, individually and in teams, to document their actual skills and abilities" (Barry, 2016, pg. 29).
TEACHER LEADERSHIP: LEADING THE WAY TO EFFECTIVE TEACHING AND LEARNING
BARNETT BARRY, CEO
CENTER FOR TEACHING QUALITY
In this earlier paper, Barnett Barry (2010) presents the compelling argument for increased opportunities for authentic teacher leadership. His recommendations are developed with the Teacher Network through surveys and case studies. Out of the research, he identifies five key findings that have a direct impact on teacher effectiveness and point to the potential of teacher leadership to have a significant impact.
1) "Teachers’ leadership and collective expertise are tightly linked to student achievement" (p. 2)
2) "Teachers search for innovative strategies as instructional and school leaders but are often stifled by prescriptive policies that drive them from the profession" (p. 3)
3) "Teachers identify missing supports for leadership in their schools as barriers to their empowerment and effectiveness" (p. 5)
4) "Teachers who are empowered to lead within their schools are more likely to remain in the profession" (p. 6)
5) "Teacher leadership beyond the classroom walls facilitates the spread of effective teaching practices and breaks down barriers to effective teaching policies" (p. 7)
The implications from these findings suggest that for greater student outcomes, the nation must embrace models of teacher leadership as a critical component of teacher effectiveness. Barry asserts that this model, when done correctly, is a cost effective means of creating highly effective teachers as well as helping to retain great teachers in the classroom.
BARNETT BARRY, CEO
CENTER FOR TEACHING QUALITY
In this earlier paper, Barnett Barry (2010) presents the compelling argument for increased opportunities for authentic teacher leadership. His recommendations are developed with the Teacher Network through surveys and case studies. Out of the research, he identifies five key findings that have a direct impact on teacher effectiveness and point to the potential of teacher leadership to have a significant impact.
1) "Teachers’ leadership and collective expertise are tightly linked to student achievement" (p. 2)
2) "Teachers search for innovative strategies as instructional and school leaders but are often stifled by prescriptive policies that drive them from the profession" (p. 3)
3) "Teachers identify missing supports for leadership in their schools as barriers to their empowerment and effectiveness" (p. 5)
4) "Teachers who are empowered to lead within their schools are more likely to remain in the profession" (p. 6)
5) "Teacher leadership beyond the classroom walls facilitates the spread of effective teaching practices and breaks down barriers to effective teaching policies" (p. 7)
The implications from these findings suggest that for greater student outcomes, the nation must embrace models of teacher leadership as a critical component of teacher effectiveness. Barry asserts that this model, when done correctly, is a cost effective means of creating highly effective teachers as well as helping to retain great teachers in the classroom.
TRANSFORMING SCHOOLS: HOW DISTRIBUTIVE LEADERSHIP CAN CREATE MORE HIGH PERFORMING SCHOOLS
BAIN AND COMPANY
So dubbed the Bain Report, this 2016 report advocates for transformational leadership in the creation of high performing schools. The authors begin by acknowledging the current reality of the overworked administrators who are tasked with too many responsibilities in addition to being instructional leaders. Their solution lies in a strong leadership model which empowers teachers through "distribut[ion] of primary responsibility for developing instructional excellence among a team of skilled, empowered educators who have the time and authority to work closely with teachers on a day-to-day basis" (Bierly, 2016, p. 3). The team approach is of particular note as the model calls from strong teams to lead transformational change. One of the short falls of most districts according to the report is their failure in "not [putting] enough effort [into] developing better leadership models" (p. 12). While many attempts at teacher leadership have been made in the past, the report suggests that the fault lies in the lack of strong models from which to base change efforts. Without strong models on which to base change, the systems either failed at development or never developed at all. In an effort to address this issue, the report details three case studies of school systems where distributive leadership is working and is worth emulation.
BAIN AND COMPANY
So dubbed the Bain Report, this 2016 report advocates for transformational leadership in the creation of high performing schools. The authors begin by acknowledging the current reality of the overworked administrators who are tasked with too many responsibilities in addition to being instructional leaders. Their solution lies in a strong leadership model which empowers teachers through "distribut[ion] of primary responsibility for developing instructional excellence among a team of skilled, empowered educators who have the time and authority to work closely with teachers on a day-to-day basis" (Bierly, 2016, p. 3). The team approach is of particular note as the model calls from strong teams to lead transformational change. One of the short falls of most districts according to the report is their failure in "not [putting] enough effort [into] developing better leadership models" (p. 12). While many attempts at teacher leadership have been made in the past, the report suggests that the fault lies in the lack of strong models from which to base change efforts. Without strong models on which to base change, the systems either failed at development or never developed at all. In an effort to address this issue, the report details three case studies of school systems where distributive leadership is working and is worth emulation.