10 Ways Teacher Leadership Drives Change

As a principal, I realize the best chance of sustainable, meaningful change only happens in our school with strong teacher leadership. Programs come and go. So do principals. But teachers are consistently in a position to create change and positively impact their classrooms and the entire school. 

We often think of teacher effectiveness as what happens with classroom instruction. And that is one very important part of how teachers lead and exert influence. But there are many other ways teachers can contribute to positive change.

Teacher leadership is not limited to a title or role, such as department head, instructional coach, etc. While it is great to have teachers in formal teacher-leader positions, it's important to recognize that leadership is more about actions than defined roles and responsibilities. 

Leadership, in essence, is concerned with making the lives of your team members better and doing what is best for them in the long run. Here are 11 ways teacher leadership can drive change in your school.

1. If we want to empower students, we need to empower teachers. Students need greater voice and choice, so do teachers. Teachers are more likely to offer student-driven learning experiences if they have the same opportunities to drive their own experience.

2. Teachers understand the challenges and the opportunities. Too many ideas for education have been imposed from outside sources, sometimes originating from bureaucrats with little knowledge of a classroom. Teacher leaders know first-hand the complexities of learning, and how to develop solutions that work.

3. Teachers influence other teachers. When teachers take risks, it encourages others to take risks too. Change can be difficult, but with support from other teachers, it's much easier.

4. Solutions developed by teachers are more likely to succeed. Why? Because if we believe in something, we will find a way to make it successful. Whether it is the best idea or not might not even matter. We'll make it successful because we believe it is the best idea. 

5. The closer the goals are to the classroom the better. We get maximum results when students and teachers are developing goals together. 

6. Teacher leadership builds teamwork, trust, and shared ownership. When teachers lead, it creates greater interdependence. Team members play to their strengths and contribute in ways that make the whole greater than the sum of the parts.

7. Teachers are professionals and deserve to make professional decisions. Too many schools have a culture of permission, where teachers feel they must clear decisions they believe will be best for students. We need a culture of intention, not a culture of permission.

8. Leadership provides opportunities to grow. We cannot effectively explore our talents or potential without opportunities to lead. Using our talents to serve others is leadership. If we hope to create positive change, we have to be willing to grow and have the courage to challenge our own assumptions. We aren't the school we used to be, but we're not the school we want to be. 

9. Teacher leaders are culture builders. Nothing is more important in our schools than developing a strong culture. When teachers see themselves as leaders, they recognize how their voices matter to help set the tone for a caring, productive, learning-focused culture. Changing culture isn't always easy to quantify, but it's one of the most important things we can do. Every school should strive for a stronger culture.

10. Teacher leaders change lives. I'm constantly amazed at the ways teachers go above and beyond to make a difference in the lives of students and colleagues. Every time I see this type of commitment, I see leadership in action. Change happens in a school one person at a time.

Question: What are ways teacher leaders drive change in your school? I want to hear from you. Leave a comment below or respond on or .

What Great Leaders Do Differently 2016

Brent Catlett (@catlett1) and Brad MacLaughlin (@IsdBrad) led a great session at #edcampliberty, What Great Leaders Do Differently in 2016. I really enjoyed the discussion. It was everything EdCamp should be. There was enthusiastic participation from the room. Lots of great ideas were shared. 

In fact, several ideas were actually applauded. How cool is it that educators are gathering on a Saturday morning to discuss leadership and cheer each other on? The session gave me plenty of inspiration for this post.

So what do great leaders do differently in 2016?

1. They lead themselves first. Instead of focusing on managing others, they lead by example and model the qualities they would like to see in others.

If I am going lead anyone, I have to lead myself first via @IsdBrad #edcampliberty

— Brent Catlett (@catlett1) March 12, 2016

2. Great leaders take risks. They view failure as an opportunity to learn and grow. Great leaders make others feel safe to try something new. They understand setbacks.

3. They come from every corner of the school (students, teachers, support staff, etc.—not just admin). Leadership is more about disposition than position. Great leaders help develop new leaders and share leadership roles with others.

As a principal, I realize the best chance of sustainable, meaningful change only happens with strong teacher leadership. #edcampliberty

— David Geurin (@DavidGeurin) March 12, 2016

4. Great leaders are flexible. They see problems as opportunities. They are comfortable with ambiguity.

5. They are present. The entire school is their office. Traditional leaders might manage from behind a desk, but 2016 leaders can work from anywhere.

School leaders need to be visible and available for both teachers and students. #edcampliberty

— Scott Miller (@Miller_BHS) March 12, 2016

6. Great leaders are instructional leaders. They are out of the office for a reason—to be supportive of learning.

7. They are authentic. They admit mistakes. They are self-aware. They know their strengths and weaknesses. 

8. Great leaders are digital leaders. They recognize what it takes to succeed in a digital world. They are modeling the use of digital tools.

9. They are quick to give credit. And even quicker to shoulder blame.

Great leaders share the credit and shoulder the blame. Tweet this image.

10. Great leaders know their stuff. They are lead learners. They remain curious and are always seeking to learn.

11. They listen. And strive to understand. They lead with empathy. They lead with heart.

Leaders learning alongside teachers impacts change in school systems! It is about listening and the conversation! @catlett1 #edcampliberty

— Tracey Kracht (@TraceyKracht) March 12, 2016

12. Great leaders help others reach their goals. They don't impose their own goals or organizational goals. They start with helping individuals grow.

13. They generate enthusiasm. They have a great attitude, have great energy, and inspire others to be stronger and more enthusiastic too.

A common theme seemed to be that schools should be 'flat' organizations instead of hierarchies. And leaders should be working alongside other team members, in classrooms and hallways, and not separate from them. We need more great leaders for 2016 and beyond. Judging by the group at #edcampliberty this shouldn't be a problem!

Question: What are your thoughts on great leaders for 2016? What do they do differently? I would love to hear from you. Leave a comment below or share on or .

Good Leaders Know How to Get Out of the Way

I'm a lifelong Kentucky Wildcat basketball fan. Every year I follow the Wildcats and anything short of a national championship is somewhat disappointing. Growing up in Kentucky did this to me. My biggest childhood heroes were all UK basketball greats.

Yesterday, Kentucky coach John Calipari was ejected from the South Carolina game just moments after the opening tip. The Wildcats, who have struggled at times this season, went on to dismantle the Gamecocks 89-62, a convincing road win.

After the game, Calipari tweeted saying he had never been more proud of a team, adding that they don't need him anymore.

I have never been more proud of a team. They are now empowered. They've proven that they dont need me and I love it.

— John Calipari (@UKCoachCalipari) February 13, 2016

Some fans speculated that Cal intentionally got himself tossed from the game to motivate the team. I have no idea if it was on purpose or not, but his post game tweet had me thinking about leadership and empowerment.

How often are school leaders standing in the way of something great? Like Calipari, do we need to get out of the way of our teams? How often are we making decisions for people that they could make more effectively on their own? And how often do we hesitate or say no because there might be some risk in saying yes? Something could go wrong.

There are all kinds of reasons leaders get in the way of their teams. But in general, a micromanaging leader is usually one who is either arrogant, afraid, or both. Giving power away and allowing followers to choose their path takes faith and trust. But only when the team is empowered can the full capacity of the organization be known.

If we want schools where teachers are making the greatest impact, we must give them the opportunity to make more decisions and have more autonomy. Teachers understand better than anyone the challenges in classrooms, and they also have the power to address these challenges like no one else.

So let's be clear. Leadership is not coercion or control. It is service and support. I challenge you to get out of the way. And, of course, you don't have to get thrown out of the game to empower your team!

17 Powerful Leadership Thoughts from #METC16

I was thrilled to attend my first METC (Midwest Education Technology Community) conference, and it was a great experience. We took a team of six from our school, and I think everyone felt it was very beneficial. We really enjoyed sharing what we learned in the different sessions and dreaming about new possibilities for our students and school. Now it's time to take action!

Although the conference had incredible information on a variety of digital tools, the ideas on leadership and change were outstanding. As principal, it's very important to me that we provide the leadership and support to see technology efforts thrive, and ultimately to have the best learning environment for students. Here are 17 ideas I can take with me from this conference. 

1. If students leave school less creative or curious than when they came, we have failed them. -George Couros

Creativity and the desire to learn should be top priorities as outcomes for schooling. And yet, those aspects of learning have not been emphasized in most cases. Student achievement on standards has taken priority over developing passionate learners.

2. Technology in the hands of an innovative teacher is transformational. 

Technology is not optional. Students are going to need to use tech in creative and powerful ways to create the greatest value now and in the future. But technology alone is not enough. Teachers must use their professional skills to use technology to increase learning.

3. Isolation is the enemy of improvement. Sharing is learning.

One of the best ways for new ideas to emerge and then spread is by teachers sharing with each other. The best voice for change is a teacher for whom a change or idea is working for them.

4. Help students be problem finders.

Take problem solving a step further. Let your students have experience identifying problems themselves. When students identify problems, they will have greater investment in finding solutions.

5. Innovation starts and ends with empathy.

Students will be better at finding problems when they start with empathy. When they understand how someone is suffering or how something isn't working—when they really feel the need—then they will begin to innovate and use their talents to find ways to make the world better.

6. If you want to be a master teacher, you need to be a master learner. -George Couros

It's time for all teachers to take charge of their own professional development. Professional learning shouldn't be the obligation of the school. Every teacher should try to improve themselves for the good of their students. They should model the type of learning they want from their students.

7. Stop talking about kids as leaders of tomorrow. Our students can be amazing leaders right now.

Even the words "student" and "school" have become associated with hints of passiveness and boredom. We need learners in real situations, demonstrating real opportunities for leadership. Get students into the community. Ask them to make change happen and make the world better now.

8. Learning is messy. Change leadership mirrors this also.

Leaders shouldn't try to control every aspect of learning or change. If we create supportive conditions that value risk-taking and new ideas, learning and change will thrive.



9. Leaders help support what others want to do, not what the leader is pressuring them to do.

I think this is a big statement. Pressure is not an effective strategy. Let's get behind the hopes and dreams of teachers who are doing the work, and help them reach their goals.

10. Start with strengths and build from there.

Is data-driven really code for deficit-driven? No one is inspired by having the weaknesses pointed out. The leaders who inspired us the most, saw our strengths and made us feel 10 feet tall, and then they challenged us to get even better.

11. Make decisions based on the end users (students), not the providers (admin, teachers).

Let's remember that our purpose is helping students reach their dreams. And then let's make decisions that support those dreams. Too many decisions are made based on a narrow view of education and the convenience and comfort of administrators and teachers.

12. If you truly want to empower people, give them power. -Rafranz Davis

It's not enough to talk about empowering others. If people don't have the opportunities of choice and voice, it's going to inhibit change.

13. Don't point out problems unless you are willing to offer solutions or seek answers.

Pointing out problems without being a problem-solver is just blaming and complaining. 

14. Trust and relationships are crucial to learning and change.

Relationships, relationships, relationships. It's worth repeating. We must make people our priority. Only when we value people will we see progress. The trust that is established in healthy relationships provides the foundation and safety for giving yourself to a cause.

15. Access is agency.

Access and opportunity go hand-in-hand. When students have access to a connected device, they have the opportunity to make a positive difference, both for themselves and those around them. But, it's a choice. Access provides the opportunity. It doesn't guarantee every student will make great choices, but there is opportunity for learning in that too.

16. Content can change over time but the ability to learn is forever. -George Couros

Maybe learning how to learn should be the greatest desired outcome of schooling?



17. If you aren't facilitating a digitally literate classroom, you are becoming irrelevant.

So much of the way the world gets things done is through digital means. If you aren't embracing this fact in your classroom, you are quickly becoming irrelevant. Our students need to see how technology can help them make an impact in the world. And they need you to model it for them. Be a connected educator.

These ideas represent my notes and takeaways from the conference. Thanks to George Couros, Rafranz Davis, and other presenters for making it a great learning experience.

A message for the Class of 2015

It was an especially exciting graduation season for our family this year since my son Drew was among the 180 students in the Bolivar HS Class of 2015. When your dad is also principal, commencement is a little different for sure. He was even quoted in the yearbook as saying he was frequently asked, "So what's it like having your dad as the principal?"

For me, it was a great honor and privilege to get to present him with his diploma. And I wish him and the rest of the Class of 2015 a fantastic future. The group is filled with wonderful, interesting, and talented young adults. As far as achievement goes, they did okay on that account too. The grads earned nearly $2.3 million in scholarships, setting a new record for BHS.

Each year, I have the opportunity to make a few remarks to encourage and congratulate the graduating class. I always try to keep my message short but hopefully meaningful. My speech this year follows.

What breaks your heart as an educator?

If you are truly passionate about your profession, there are undoubtedly things that break your heart as an educator. I'm not referring to your frustrations with long hours, low pay, or unnecessary paperwork or these types of challenges. These things are important, and can really make it tough to stay positive, but these aren't the things that are truly heartbreaking. The things that really break my heart have a purpose beyond self-interest.

Most educators entered the profession because they wanted to make a difference for students. They were filled with hope and passion and the belief that they could change something for the kids they taught. Even if these young educators were idealistic as they entered the classroom, I cannot help but admire this youthful zeal.

As the years wear on, it's easy to become a little jaded and forget some of the reasons we took this path. The constant external pressures coupled with the complex social problems we encounter can easily overwhelm us and cause us to retreat to simply implementing lessons. But when we lose our way on the larger mission, we miss great opportunities for change.

View image | gettyimages.com

So I've been thinking about what truly breaks my heart. What are the injustices in my school or community that I can impact? I challenge you to reflect on that question and then consider what you can do to change the way things are. You can be a difference maker.

Are any of these realities heartbreaking for you?

1. Many students don't have someone at home who cares about them and cares about learning. Maybe you can be the mentor this student needs. Even if they aren't loved at home, maybe you can show them love at school.

2. Students who don't enjoy learning. It's a shame how many students have lost the desire to learn. Some of this is related to #1, but how can you create a classroom that rekindles the curiosity and interest that motivates students to want to learn?

3. Students are living in poverty with basic needs unmet. Teachers are often heroes for these students. Helping them find resources. Making sure they get something to eat. How can you be a champion for an impoverished student?

4. Too many students feel like they are failures at doing school. Instead of reinforcing the failure messages these students often receive, maybe you can be the person who discovers and celebrates their strengths.

5. Our system is obsessed with high-stakes standardized testing. Can you make your class more about learning and less about testing? I realize the performance pressures are enormous on teachers, but if the testing culture breaks your heart, what are you doing about it?

These are just a few examples of things I believe are heartbreaking for teachers. There are many, many more. Bullying, discrimination, lack of resources or opportunities are a few other biggies. But I believe we can make a difference. If each person recognizes what breaks his or her heart, and then works to bring greater justice and opportunity, that can start a chain reaction.

Most of the examples I listed before can be addressed, at least in part, right in the classroom. But I would also challenge educators to think beyond the classroom. What can I do to make our school a better place? How can I influence and cause change even beyond my school?

Whatever it is that breaks your heart, don't stop feeling passionate about it. Make it part of your work as an educator. Don't shoulder too much and forget to take care of yourself or the people closest to you. But keep a larger mission in mind. The work we do that arises from our soul is what helps us feel the sense of purpose and the desire to meet the challenges ahead of us.

What servant leadership means to me

The traditional idea of leadership was power. Leaders were expected to control and coerce. To make sure that followers were productive and efficient. To enforce policies and procedures. Principals and teachers were praised for 'running a tight ship' or 'keeping their ducks in a row.' A quiet classroom and stern educators were considered signs of leadership. Even today, when people I encounter discover I'm a high school principal, it's often followed by comments related to compliance, discipline, or control.


But I have very different ideas about what it truly means to be a leader. I don't believe a person needs positional authority to lead. It can come from anyone who has a desire to serve and the capacity to do two things: challenge and inspire. Leaders use their influence to empower others, to help them be the best version of themselves. As a result, leaders create more leaders.

To me this is servant leadership. The servant-leader may not have positional authority. In fact, he or she may be uncommonly lacking positional authority. But through an attitude of service gains influence that helps others "dream more, learn more, do more, and become more." Leaders challenge and inspire.

A few years ago I was driving to school and finishing off an apple that was my breakfast. As I finished, I rolled down the window to toss the apple core out the window. When I let it go, I could feel my doctoral ring fly off my finger. My gut sank, and I swear I even heard the ping as it struck the pavement. I instantly pulled my truck to the side of the road to begin searching, but in the morning darkness there was no use.

Several times I returned to the spot to comb the side of the highway for the lost ring. A few friends offered to help. I even used a metal detector to assist the search. But the ring was gone, presumably forever.

Months later I received a phone call on a Sunday afternoon. A man's voice asked if my name was David Geurin. "Yes," I replied wondering what this was about.

"Did you happen to lose a class ring?" he continued. I was stunned by the question. Surely this couldn't be what it seemed.

Sure enough, the ring had been found.

The man on the phone explained he hadn't found the ring. A friend of his found it. His name was Lane.

Lane walks all over town, usually while sipping a large fountain drink as he scans the ground looking for loose change. Lane is mentally handicapped and unable to live on his own. He lives in a group home but spends most of his time walking and looking for treasure. And boy did he find something interesting when he picked up the gold ring!

He carried it in his pocket for a while, not realizing there was a name inscribed on the inside, thinking there was no way to find who it belonged to. When he showed it to a friend, he noticed my name and asked if Lane would like to see it returned to its owner. They found my number listed in the phone book.

Lane was so proud that he had returned the ring. He truly was a hero in this story. He could've bought sodas for years if he had selfishly used the ring for his gain. But his actions were noble and through his selflessness and his big heart he did something only a leader can do. He challenged me and inspired me. He caused me to "dream more, learn more, do more, and become more."

Lane's actions helped me learn about gratitude, empathy, and unselfishness. I was humbled by his spirit of wanting to help me, a stranger who he didn't even know. I immediately recognized that I was the follower and he was the leader, in this chain of events

Robert Greenleaf coined the term servant-leader in 1970. His ideas in many ways repeated ones from ancient texts, and yet in modern leadership practice, the idea of being a servant was far from what leaders were expected to be. The following are a few quotes from Greenleaf:

"The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.

"The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?"

A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is different. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible.
Robert Greenleaf recognized that organizations as well as individuals could be servant-leaders. Indeed, he had great faith that servant-leader organizations could change the world. In his second major essay, The Institution as Servant, Greenleaf articulated what is often called the “credo.” There he said:

“This is my thesis: caring for persons, the more able and the less able serving each other, is the rock upon which a good society is built. Whereas, until recently, caring was largely person to person, now most of it is mediated through institutions – often large, complex, powerful, impersonal; not always competent; sometimes corrupt. If a better society is to be built, one that is more just and more loving, one that provides greater creative opportunity for its people, then the most open course is to raise both the capacity to serve and the very performance as servant of existing major institutions by new regenerative forces operating within them.”

Help students with challenging behaviors without 'fixing'

I am often tempted to want to fix a situation, or worse yet an individual, when I am suffering the consequences of reckless behaviors, irresponsible actions, or disrespectful attitudes. As educators we work with many students each day and want them all to be successful. Moreover, we need them to be successful. We cannot succeed in our teaching mission if our students are not cooperative learners.

But too often students are dealing with issues in their lives that complicate their efforts to learn. It's been said, hurt people hurt people. So as students enter the classroom, so do all of the imperfections we share as humans. Students aren't always going to be kind, cooperative, and focused. Sometimes they will act in ways that completely contradict what the teacher needs for a successful classroom.

As a young teacher, all too often I would become terribly frustrated by negative student behaviors and fail to see the unmet needs, buried under the surface, that were triggering the harmful actions. I would focus my attention on addressing the undesirable behavior with 'increasing consequences' and protect at all costs my 'authority' in the classroom. The result of course was torn relationships and even greater feelings of hurt and rejection on the part of both teacher and student. Not good!

So it's never productive to try to 'fix' our student's behavior. It is our job to address non-learning behaviors by simply stating our observation of the behavior and how it is impacting the classroom. Sometimes, we must take further actions to protect the learning climate. But when we create a classroom of acceptance and caring, students are more likely to feel safe enough to actually address their own issues. This ownership is actually the only way to achieve lasting change.

Here are a few ideas for being a helper and not a fixer:
1. Care more about who your students are becoming than how they are acting in the moment.
2. Know when to put aside a conversation and pick it up later.
3. Believe the best of your students (most people are doing the best they know how).
4. Teach positive behaviors.
5. Approach a difficult conversation side-by-side and not from behind a desk or nose-to-nose.
6. Listen to your students.
7. Don't try to prove you're in charge. You have a teaching contract that establishes that.
8. Worry more about acting with character than losing face in front of your students.

Help wanted: Educators who give that little extra

#499446005 / gettyimages.com

One of the things I look for when hiring a teacher is what extra efforts a candidate has done either in previous employment or as a preservice teacher. What did the applicant do to extend or enrich learning opportunities that he or she didn't have to do? Maybe it was volunteering to tutor, helping with a club or organization, or assisting with an athletic team, school play, or service project.

The reason this is important to me is that it shows how the individual is passionate about working with kids and not just looking for a job. To be effective, any professional has to go above and beyond in ways that aren't always rewarded in the pay check. This extra effort demonstrates a strong work ethic and a desire to contribute and leave a lasting legacy. A school is faced with many challenges day-by-day and to be successful we need team members who are willing to pitch in and pick up the slack.

Here is an illustration of the power of that extra effort. At 211° water is only hot. But at 212° water boils, and boiling water creates steam. With steam you can power a locomotive. Amazing! The extra degree makes all the difference between just hot water and a powerful force than can send a train down the tracks. Just that little extra.

What kind of teacher do you want for your child?

Earlier this week I was at Walmart, one of my least favorite places on the planet. Sorry Walmart! I was eager to get home after a long day, but the checkouts were backed up. I randomly picked a line since they were all busy. But this time I picked the right one. Before I knew it I was on my way home. The clerk in the line I picked was giving great effort. It was noticeable she was putting forth great effort, not just putting in her time.

When it was almost my turn to checkout, I applauded the clerk's service to the customer in front of me, "Wow, she really knows how to make a line disappear." The customer smiled and agreed. I added, "She's really a hard worker."

The clerk then replied with these magical words, "I love my job." She proceeded to double bag all of my cold items, rush around to help load bags of groceries into my cart, and even made a suggestion about a type of potato chips she liked that were similar to the ones I bought.

On my way home, I called Walmart and asked for the store manager, explaining that I had just received amazing service and wanted to commend the employee for her outstanding job. The store manager was not available, but I did talk with a shift manager and shared my story, referring to the employee personally since I took note of her name badge. The manager was very appreciative of the phone call and said she would share the complement in their store meeting.

This experience got me thinking about several things.

1. Isn't it great when people go above and beyond for a job well-done? We all appreciate having excellent service provided, whether it is in the drive-thru, the doctor's office, or the check-out line.

2. Each of us gets to choose our attitude about our work each day. I once knew someone who worked as a checkout clerk at Walmart and complained nonstop about her job. Each time I would see her at her station she barely moved a muscle, wore a frown, and said little to any of the customers. Her attitude was a choice, just like the clerk who chose to share with me, "I love my job."

3. Everyone matters. Every job matters. And I am thankful I was taught to respect hard work and to respect people regardless of their level of education, how much money they have, or what kind of job they do.

4. Even though every job matters, I think our work as educators is especially important. We work with children everyday, and we have the opportunity to help shape their future. Every word and every deed makes an impact and can be used to build up or tear down a child's dreams.

5. Since our work is so significant in the life of a child, we owe it to him or her and to her parents, to be our very best every day. We have to be all in 100% or we are doing a disservice to our profession and to the future of a child.

6. So what kind of teacher do you want for your child? I bet you want one who goes above and beyond to do a great job every day, even when it's not easy.