As an educator, there is great value in visiting classrooms and observing the profession of teaching in action. As a 6th grade teacher in California, I did this many times in my school. In my role as a Washington Teaching Ambassador Fellow, I have the added opportunity to visit schools across the country, learning from a diverse set of colleagues.
This week, I visited classrooms in the state of Iowa as part of the Department’s annual back-to-school bus tour. Iowa recently implemented the Iowa Teacher Leadership Compensation System (TLC) which is designed to reward effective teachers with leadership opportunities and higher pay across the entire State. The Council Bluffs Community School District, where Superintendent Dr. Martha Bruckner set a vision for the year of “Defying Gravity”, and the Cedar Rapids Community School District were two of the first districts to receive state teacher leadership grants and are in their second year of implementation.
I observed four major elements of effective teacher leadership in both districts:
- flexibility in developing systems and positions of leadership that work for individual district needs
- student centered transparent collaboration among all stakeholders
- support and guidance from school and district administration to successfully implement these systems, and
- time and space for teachers to effectively collaborate with one another.
The classroom instruction, grade level collaboration, and professional development sessions that I observed in both districts made it clear that placing value on teacher leadership results in student success. One of the most significant drivers to this success was peer-coaching from a student centered perspective. The coaching conversations we witnessed were focused on the needs of the students, not the deficits of the educator. This perspective promotes a growth perspective for both teachers and students.
At Roosevelt Middle School in Cedar Rapids, Secretary Arne Duncan observed a coaching session between Laura Zimmerman, an English Language Learner teacher, and Anne Ironside, an Instructional Design Strategist. During the session, the teacher and coach participated in a respectful post-observation lesson discussion of specific teaching strategies and evidence for the progress towards goals set for students. The coach shared feedback, asked clarifying questions, provided resources for future lessons, and kept the conversation focused around students. As a teacher, it was compelling to watch Secretary Duncan witness the power of teacher leadership and hear Principal Autumn Pino discuss the benefits of such teacher leadership opportunities, stating, “This has been the most rewarding work we’ve ever done.”
Following the session, the Secretary then held a panel discussion with state and local education leaders in about the development of the TLC system, the role of Teach to Lead in advancing their work, and the successes they have seen as a result of the tangible support teachers and administrators receive to be the instructional leaders in their buildings. Local leaders stressed that the driving force behind the district’s success is undoubtedly the support for teacher leadership, and they made it clear that sustaining teacher leadership initiatives is a continued priority for supporting student success.
After just two days among these Iowa school districts’ teacher leaders, it’s clear that schools are indeed “Defying Gravity” and it is systemic support for effective teacher leadership that is taking them to new heights.
Watch Secretary Duncan wrap up day two of the Ready for Success bus tour: