My Capstone by Terry F Erickson (read an ebook week TXT) 📕

WHAT MOTIVATES SENIOR TEACHERS TO HOLD LEADERSHIP POSITIONS, OR WHAT PREVENTS THEM FROM DOING SO?
By

Terry F. Erickson

A Capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education


Hamline University
Saint Paul, Minnesota
May, 2006


Committee:
Walter Enloe, primary advisor
Sandra Gehring, expert reader
Kathy Powers, peer reader

CHAPTER ONE
Introduction
“By viewing the old, we learn the new.” Chinese Proverb
Opening
Developing teacher leadership is the hallmark of the current school-reform movement that began in the early 1990s. Reform proponents seem to have given up on transforming the educational institution, and instead are focusing efforts on the people within the institution. After all, it was easier and more efficient to remove the people from the sinking Titanic than it was to keep the ship afloat.
Crowther, Kaagan, Ferguson and Hann (2002) describe “leaders” as individuals who:
• convey conviction about a better world
• strive for authenticity
• facilitate communities of learning
• confront barriers
• translate ideas into action
• nurture a culture of success.
In Chapter Two I offer additional definitions of teacher leadership that I found in my research. When I speak of teacher leadership in this paper, I define it very broadly – from as formal as a district-wide supervisory position, to as informal as the most experienced teacher at a grade level or department.
Promoting teacher leadership is the means to an end: improved student achievement. In Chapter Two I will provide evidence showing a strong correlation between the two.
In my school district, we have a wealth of talented individuals who are eager to step forward and show how teacher-leadership initiatives can improve the educational experience of our children. A recent survey found that 40% of the teachers in my district hold some type of formal leadership position. Formal leadership positions on the survey were defined as grade-level chair, team leader, or department coordinator. However, that definition did not include many informal leadership roles, such as serving on a committee, task force, or advisory council. I would speculate that the percentage of participation would greatly increase if the survey defined leadership more broadly. The key players in the educational reform movement are senior teachers---those teachers who have at least 20 years of experience according to Borders (2004).
It is often and accurately said that teacher quality is the most important variable affecting student achievement. While headlines regularly document the struggles and successes of new teachers, it is veteran teachers---benefiting from years of experience and expertise---who are in an especially critical position to raise student achievement and help realize the promise of education reform (p. 30).
I believe the absence of senior teachers from leadership positions would be a detriment to the well being of our schools. Senior teachers have a wealth of history, wisdom, and knowledge about teaching and learning. It would be shameful not to utilize their perspective when planning curriculum, training staff, or making critical decisions. Senior teachers also act as living archives for schools. Much of the discussion and process of committees is not recorded, and the nuances of human communication cannot be fully appreciated in written form. Senior teachers fill that gap.
Shouldn’t we expect senior teachers to hold leadership roles? Isn’t this the way the world works? The average age of presidents of the United States taking the oath of office is 54. The average age of a United States Supreme Court justice is 66. The average age of a corporate chief executive officer in the United States is 56. Even in the animal world, gorillas don’t become “silverbacks” and take on their roles as heads of the harem until they have lived almost half of their life expectancies.
How then, do we promote and keep senior teachers in leadership positions? To answer that question we first need to answer two others: Why do teachers hold leadership positions? What gets in the way of holding leadership positions? Finding the answers to these queries is my “burning question” and the purpose of this paper -- What motivates senior teachers to hold leadership positions, or what prevents them from doing so?
A Look at Students
In my school district there are approximately 7,500 students, K-12, served by 1,139 teachers and support staff in six elementary schools (Grades K-5), two middle schools (Grades 6-9) and one senior high school (Grades 10-12). Community Education Services provides learning opportunities for all ages. The school district is in a residential community of approximately 47,425 people adjacent to the city of Minneapolis. Here is information highlighting the extraordinary level of achievement by students in my district:
The high school has had National Merit semifinalists and finalists each year the National Merit Foundation has been in existence. In 2005, there were 13 finalists and 27 commended scholars in a class of 526. In the class of 2005, 66 percent of the seniors took the SAT, with a mean score of 587 on verbal and 591 on mathematics. Eighth graders consistently score among the highest in the West Metro on the Minnesota graduation standards test. In 2004-05, 586 students took 1,288 Advanced Placement examinations in 27 subject areas, making it one of the largest AP programs in the Midwest. Ninety-six percent of seniors go to college. Eighty-six percent finish in five years. A recent survey conducted 10 years after graduation showed that 45% of the graduates completed graduate school degrees or were pursuing graduate degrees.
A Look at Staff
The school district where I work is nationally known for delivering a quality educational product. Who better than the teachers in my school district to be involved in teacher leadership roles? These teachers are among the best and brightest in the state, if not the nation, if you consider standardized test scores, graduation rates, and percentage of students going on to college. A 2005 survey of certified teaching staff in my district found them very satisfied with the level of participation in decision-making. Shared decision-making is a characteristic of a school that involves teachers in leadership roles. In the 2005 survey, 95% of the teachers reported they agree or strongly agree that they have the opportunity to participate in crucial decisions that affect instruction, assessment, staffing, scheduling, and school budgets. This is in contrast to a 1997 national study by the U.S. Department of Education, where only 76% of public school teachers and 86% of private school teachers were moderately or highly satisfied with their involvement in decision-making.
According to the director of human services, there are currently 534 certified staff members in my district, including early childhood and community education teachers.
Table 1 shows the latest available statistical data from the Minnesota Department of Education regarding the average age of teachers and average number of years teaching for my district and for the state.
Table 1
Year 2002 1997
Average Age Years Teaching Average Age Years Teaching

My District 37.4 10.1 40.4 13.3

State 41.6 14.1 42.4 14.9

On average, the teaching staff in my district is younger and has fewer years of experience when compared to other teachers in the state. Interestingly, the gap between my district and the state increased from 1997 to 2002 in both categories.
Table 2 shows percentage of teachers by the number of years they have been teaching. As would be expected from looking at the above statistics, only 13% of the teachers in my district have 21 or more years of experience, compared to 28% in the state.
Table 2
Years of teaching experience 1 to 5 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30 31 +

My District 24% 31% 19% 13% 5% 3% 5%

State 17% 24% 18% 12% 8% 9% 11%

What impact do these statistics have on senior teachers holding leadership positions in my district? One can only speculate, but this would certainly mean a smaller pool of senior teachers available to hold those positions.
District curriculum committees offer the greatest number of leadership positions for teachers. In my school district, curriculum is reviewed every eight years in math, social studies, science, language arts, music, art, and physical education. Teachers are expected to serve at least two years on the curriculum committee. Committee members represent each of the six elementary schools, two middle schools, and the high school. No special qualifications are needed to serve, just enthusiasm for the subject area, a commitment to attend meetings, and a willingness to communicate committee work and solicit feedback from coworkers.
Other leadership positions include such things as Teachers on Special Assignment (TOSA), site council representatives, PTO liaisons, principal and superintendent advisory councils, site-level committee members, and many others. Leadership positions are also available at the site level when special issues need to be addressed.
Why Do They Do It?
To motivate means to provide an incentive or reward in order to stimulate some type of action. Someone once told me that the only things that motivate people are money and sex. I know that little or no money comes with holding a leadership position in a school and, unless the other motive is done covertly, it doesn’t happen either! However, Eric S. Raymond, political and technical opinion writer, stated, “You cannot motivate the best people with money. Money is just a way to keep score. The best people in any field are motivated by passion.” I believe Mr. Raymond is probably closer to the truth.
What motivates senior teachers? Why would they want or not want to be in leadership positions? I suggest two possibilities: First, the “benefits” of leadership are either greater or less than the “costs.” Second, something prevents their involvement. There are always costs to any action we take, no matter how valuable the benefits. For example, the cost to me of attaining a master’s degree can be measured by the time I’m not doing something else. Time spent taking classes and working on assignments means time away from my family and other more desirable activities, such as sleeping, reading, shopping, etc. However, I have judged the benefits of moving to a higher salary range to be greater than the costs of time away from family and other activities. Costs and benefits are relative to each individual’s life circumstances.
If I think back on my own experiences, I can