Pedagogic Dialogue With Dialogic Pedagogues: The Importance of Networks and Supports in Teacher-Leader Development

• In Event: Roundtable Session 10
  In Roundtable Session: Teacher Development for Urban Schools: From Preservice to Induction to Teacher Leadership

Abstract

This paper explores the trajectory of teacher leadership from the perspective of a high school teacher who has gradually assumed leadership responsibilities in a variety of school contexts. The author draws on his experiences as part of the Consortium of Excellence in Teacher Education (CETE) Philadelphia Area New Teacher Network, as a member in the CETE Urban Teacher Leaders Network, and as a classroom teacher-leader in high-poverty, public, urban, high schools in the Mid-Atlantic. Using written reflections of his experiences, collected over a 4-year period, he constructs a vignette which uses specific examples from the experience to explore generative themes (Fecho, 2004; Freedman, 1999; Himley & Carini, 2000). His analysis underscores the critical roles that mentoring and networking play in the development of teacher leaders.

More specifically, this paper argues that professional development opportunities that avoid traditional “banking” models of education (Freire, 2003) and instead set up authentic dialogue between practitioners who shared similar challenges provide the most effective mentoring and networking growth experiences for teacher leaders. The author also posits that development is most likely to occur when mentors are well-matched to the needs of the teacher-learner and provide open, safe, professional learning spaces and skilled services including clinical supervision and guidance with qualitative research design.

The voices of the teacher leaders themselves are often missing from recent explorations of the importance of educational, and in particular, teacher leadership. This work is of scholarly significance because it gives voice to the processes of professional development and growth through the lived-experience of a teacher-leader. The author asserts that a dialogic process of professional development, through mentoring and the development of teacher networks, may result in more effective and empowered teachers and teacher leaders.

Author

• Scott Storm, Harvest Collegiate High School