Reasons for Building Teacher Capacity

Reasons for Building Teacher Capacity

Research shows without fail that the top variable for student success is teacher effectiveness (Hall, 2014). Principals are the second highest determiner in affecting student achievement (Kaplan & Owings, 2015). Administrative leadership is fundamental to improving student and school outcomes, and leaders have a responsibility to develop their teachers into professionals and leaders. Unlike the measurements we use in math, teacher capacity is limitless, which means that school and student success if limitless, too. Principals need to build teacher capacity to share leadership, improve their schools and increase student achievement, and increase teacher morale.

It Really Is A Team Effort

Principals can't be experts at everything, but they can develop experts who in turn can serve as leaders for the staff, especially in schools and districts with limited resources and specialist positions. Also, schools with shared leadership are more likely to have staff cohesiveness (Kaplan & Owings, 2015). Harrison and Killion (2007) list 10 teacher leader roles that contribute to school success:

• Resource Provider: shares instructional resources, including websites, materials, professional articles, assessments, and more.
• Instructional Specialist: helps others implement teaching strategies, including differentiation, research-based strategies, and methodologies.
• Curriculum Specialist: leads teachers on understanding standards, creating standards-based pacing guides, planning instruction and developing shared assessments.
• Classroom Supporter: supports teachers directly in the classroom by demonstrating lessons, coteaching, observing and giving feedback, or any other way a teacher needs to see an instructional activity or concept in use.
• Learning Facilitator: surveys and works closely with staff to know professional needs and facilitates professional development for staff members.
• Mentor: serves as a role model and adviser for novice teachers, including providing personal support with instruction, curriculum, school procedures, rules, practices, and politics.
• School Leader: acts as chairperson for departments or grade-levels and represents the school on district or community committees or task forces, when necessary.
• Data Coach: responsible for ensuring that teachers use data to drive instruction and practices.
• Catalyst for Change: pose questions to provoke discussions regarding change, generate analysis of student learning, or explore relationships between data and achievement levels.
• Learner: demonstrate qualities of lifelong learners, use knowledge to improve student achievement, and model continual improvement practices.

School Improvement and Student Achievement

Teachers are directly responsible for classroom management, student behavior, and student academic achievement (Kaplan & Owings, 2015). Additionally, multiple studies have shows that shared or distributed leadership in schools increases student achievement (Kaplan & Owings, 2015). Principals should nurture a culture of communication, collaboration, trust, and high expectations to support teachers' knowledge and skills and increase their desire to improve student success.

Improve Teacher Morale

Morale is the enthusiasm and loyalty one has about a task or job. Principals can improve teacher morale by building teacher capacity in several ways (Mitchell & Patterson, 2015). Teachers need time to learn and improve, how to take ownership of their instruction and student achievement, and how to use feedback correctly. Principals need to develop a growth-mindset culture, where failure from risk-taking is seen as evidence of growth and is an opportunity to reflect, develop new strategies, and try again. Principals should support and scaffold their teachers in all aspects of teaching and school leadership, which includes using teacher leaders to support each other. Principals also need to be highly conscious of highlighting only the shining stars of the school. Principals should scaffold leadership and independence so that all members have the opportunity to show how they are improving and succeeding. Teachers who feel and know success will have greater enthusiasm about their jobs and increased morale.

References:

Hall, P. (2014). How to build teachers' capacity for success. Retrieved on December 17, 2017, from 
http://inservice.ascd.org/how-to-build-teachers-capacity-for-success/

Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Retrieved on December 17, 2016, from http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/Ten-Roles-for-Teacher-Leaders.aspx

Kaplan, L. S., & Owings, W. A. (2015). Introduction to the principalship: Theory to practice. New York, NY: Routledge.

Mitchell, D. J., & Patterson, J. (2015). Building teacher capacity for success. Retrieved on December 17, 2016, from http://inservice.ascd.org/building-teacher-capacity-for-success/