Chapter 3: Preparing Leaders to Work with Students with Diverse Learning Needs

Traditional teacher preparation programs do not prepare teachers to be leaders outside their own classrooms. Many aspects of traditional school cultures actively discourage teachers from taking on leadership roles—department chairs, mentor teachers, and so on—outside publicly acclaimed parameters, most of which are accompanied by an extra-duty stipend. Yet in every school, among the best and brightest and most effective teachers, there are those willing to step into this uncertain new territory of teacher leadership. They are dissatisfied with the status quo, unhappy about students falling through the cracks and failing, and (privately at least) reject the negativity and jadedness of some of their peers. They are ready for a new adventure and ready for a leader who is willing to lead it. Faced with myriad demands on their time and energy, teachers often find it difficult to envision themselves as leaders within their schools. Factors such as rigid school schedules, unrelated instructional tasks, and an overemphasis on high-stakes testing make it difficult for teachers to step forward as leaders (Paulu & Winters, 1998). Researchers note that teachers are often left out of the loop on leadership issues in their school, and when they are given leadership roles, they lack the skills that will make them successful (Sherrill, 1999; Zimpher & Howey, 1992). Increasingly, however, the drive to improve schools demands the active leadership of administrators and teachers. They share joint responsibility for sustaining improvement and providing the best possible educational experience for all children.