I’m so excited to be joining the SCEL team on secondment to work on developing approaches to supporting the development of teacher leadership. But, when you stop and think about it, that’s quite a colossal task! That’s why I was incredibly relieved when Gillian and Lesley made it clear to me that actually the main purpose of my role is to engage as widely as possibly on ‘teacher leadership’ and then use this engagement to inform the development of approaches to support.
So, I started with my own reflection…
“What is teacher leadership?”
That’s a harder question than you might at first think. Before I tried to answer it I was confident that I knew what teacher leadership was, but now I’m not so sure. Is it being a Principal Teacher? Is it mentoring an NQT? Is it leading a session on an in-service day? Is it leading the learning of your students? Is it being an expert in your subject specialism? Is it being an SQA appointee? Is it sharing your practice in your school, online or at TeachMeets? Is it all of these things? Is it something else entirely? Is it about agency? Is it about autonomy? And if it is all of these things and more, how on earth can we support teachers to develop as leaders? And, crucially, why is it worth supporting teachers to develop as leaders?
And so I’m currently at that stage when you’re starting a new post when your head is full of more questions than answers. As much as I now relish this stage in my learning, I will at some point soon need to move past this stage and take these questions, and more, out and engage as widely as possible.
So, what do you think? What is teacher leadership to you? And how can we go about supporting it? Ideas welcome in the comments below…
In the meantime, did you know SCEL have recently launched their impressive new framework for educational leadership? Check it out now: scelframework.com