Teacher leader selection is a critical part of any teacher leadership program, but it rarely receives sufficient attention. Articulating selection criteria and employing a selection process \u2013 as opposed to self-selection and volunteerism on the part of potential teacher leaders \u2013 makes a statement about what is valued in a teacher leadership program. It is important to be specific in articulating the desired qualifications and for the people responsible for teacher leader selection to be in agreement about which qualifications are most important and\/or non-negotiable. Experienced practitioners, including MSP program leaders, offered insights about selecting teacher leaders. Data were collected and vetted through multi-round, online panel discussions with practitioners, as well as interviews and focus groups with MSP leaders. The insights below reflect general agreement among these practitioners about qualifications of and criteria for prospective teacher leaders and include illustrative examples from practitioners\u2019 own work. After reviewing these insights, you will be provided with opportunities to share your own experiences with these practices. The information you provide will be included in the analysis of insights and examples from other practitioners as this website is periodically updated.<\/p>\n\n\n\n
Selection vs. preparation \u2013 Teacher leader selection criteria should relate to the kind of preparation and support planned for teacher leaders.<\/h4>\n\n\n\n
Selection criteria for teacher leaders may vary considerably depending on what kind of preparation program is planned. Programs with limited resources for teacher leader preparation will likely want to select teacher leaders who are \u201cready at the get-go,\u201d or as close to that state as possible. Other programs may plan an intensive preparation and support for teacher leaders. According to experienced practitioners, when selecting teacher leaders who need to bring requisite knowledge and skills to their work, it is important to explicitly identify those criteria as part of a selection process. When selecting teacher leaders who will participate in a preparation program or development experience to build that knowledge or those skills, different selection criteria will likely be used.<\/p>\n\n\n\n
In selecting teacher leaders for their MSP program, one program leader noted that \u201ccandidates with a history of exemplary classroom instruction were still expected to need a lot of training to become strong coaches.\u201d Their program selected teacher leaders with exemplary classroom experience, and planned to develop coaching skills as part of their preparation program. Program leaders in another MSP program that prepared science teacher leaders \u201cexpected that none of their candidates would have knowledge of computational science.\u201d Computational science, then, was a focus of their preparation program, and not a selection criterion.<\/p>\n\n\n\n
Select with the role in mind \u2013 The nature of teacher leader work should inform teacher leader selection.<\/h4>\n\n\n\n
Teacher leaders should be selected, expert practitioners recommended, \u201cbased on the practices they will enact.\u201d A clear job description or specific vision of the teacher leader\u2019s work will establish a public and consistent understanding that teacher leaders are being selected for a particular role or for carrying out specific activities. One practitioner noted that \u201cunder ideal circumstances, there would be a one-to-one correspondence between the attributes identified in the selection process and the practices expected of teacher leaders.\u201d Although total alignment may not be feasible in the \u201creal world,\u201d it is important that the selection criteria and qualifications come as close as possible to fitting the work that teacher leaders are expected to do.<\/p>\n\n\n\n
An MSP program leader commented:<\/p>\n\n\n\n
\nYou need to start with a vision for where you want to end: what is the goal? how do you envision the work of teacher leaders? With a clear expected outcome, you can more clearly define the minimum expectations required for selection.<\/em><\/p>\n<\/blockquote>\n\n\n\n
An MSP representative, echoing the advice of other program leaders, noted that \u201cone of the most important lessons learned about the selection of teacher leaders was the [importance] of a job description detailing the major responsibilities for which they would be held accountable.\u201d Crafting such a description helped program leaders articulate the knowledge and skills they were seeking, which then informed the development of teacher leader selection criteria.<\/p>\n\n\n\n
Without a job description or some articulation of the teacher leader\u2019s role, there will be less clarity in the teacher leader selection process. Selecting teacher leaders to play undefined roles may lead to broadly-drawn selection criteria\u2014such as \u201cstrong teaching experience\u201d or \u201cgood communication skills\u201d\u2014that are not explicitly connected to the work that teacher leaders will do.<\/p>\n\n\n\n
Address content knowledge \u2013 Specify the nature and extent of content knowledge desired in teacher leader candidates.<\/h4>\n\n\n\n
In selecting teacher leaders, consider the depth and kinds of disciplinary content knowledge that is necessary to carry out the expected work of a teacher leader. While the overall capacity of a teacher leader is enhanced if s\/he has deep and broad disciplinary content knowledge (across many topics and spanning many grade levels), it is essential that teacher leader candidates have mastery of the content knowledge relevant to the particular role that they will be playing and specific activities that they will be carrying out.<\/p>\n\n\n\n
What constitutes adequate evidence of content knowledge at the time of teacher leader selection varies. Some experienced practitioners, including MSP program leaders, noted that a degree in the content area or a secondary teaching certification in the subject area was necessary, particularly for teacher leaders working at middle and high school grades. In some MSP programs, interviews of teacher leader candidates included questions about their content knowledge as related to classroom instruction. In other programs, candidates were asked to provide professional references that spoke to their content knowledge. Still other programs included observation of candidates\u2019 classroom practice in the selection process in order to gather evidence of their content knowledge.<\/p>\n\n\n\n
Even when teacher leader selection criteria clearly specify the nature and extent of content knowledge desired, it may be difficult to find candidates with the requisite knowledge. By being clear about the content knowledge teacher leaders need, program leaders can judge more effectively whether the content knowledge selection criterion can be modified, which may depend on whether such knowledge can be developed through the preparation and support program that will be provided to those who are selected.<\/p>\n\n\n\n
One of their own \u2013 Strong interpersonal skills and credibility among teachers should be part of teacher leader selection criteria.<\/h4>\n\n\n\n
Experienced practitioners noted that teacher leader candidates needed credibility among the teacher colleagues with whom they will work. This credibility may be based on teacher leaders\u2019 classroom experience and\/or on their interpersonal skills.<\/p>\n\n\n\n
An MSP program seeking teacher leaders to support elementary mathematics teachers gave preference to candidates with \u201cstrong elementary experience\u201d over those with the kind of mathematics background most often found in secondary teachers. A program leader explained that \u201cwe could have recruited people who were math majors and who had taught at the high school level, but we felt that those people would not have the credibility necessary within the elementary school to serve as an effective coach.\u201d<\/p>\n\n\n\n
Teacher leader candidates should also have strong interpersonal skills, particularly the capacity to communicate effectively with and listen well to teachers. Facilitating dialogue among teachers is a critical part of teacher leader work that helps build trust. Teacher leader candidates, experienced practitioners suggested, should have the demonstrated capacity to reflect on their own practice, and to be able to communicate their thinking to other teachers. Teacher leader candidates should also be open-minded, expecting that others will have different ideas or perspectives that should be taken into account when engaging in teacher leader work.<\/p>\n\n\n\n
Been there, done that\u2014effectively \u2013 Prior classroom experience is essential, with the emphasis on quality.<\/h4>\n\n\n\n
In selecting teacher leaders, experienced practitioners commented on the importance of the quality of prior classroom teaching experience. Teacher leader candidates should demonstrate that they have exemplary teaching experience or deep knowledge that they can apply in the areas identified as important in the teacher leader program (e.g., use of particular instructional strategies). \u201cExemplary\u201d means both sound teaching practices in the classroom and the capacity to reflect upon what made it sound practice.<\/p>\n\n\n\n
MSP program leaders, in selecting teacher leaders with exemplary classroom experience, explicitly identified characteristics of exemplary practice, and then used those descriptions to guide the selection panel\u2019s observation of the candidate, and in considering references written by principals or colleagues and the candidate\u2019s application essay or artifacts of practice.<\/p>\n\n\n\n
The quantity of prior classroom teaching experience may also be considered in selecting teacher leaders, although expert practitioners believe that quantity is less critical than quality. Some practitioners suggest that teacher leaders should have a minimum of three years of classroom teaching experience. Five years may be preferable, given that more time in the classroom should translate into deeper understanding of instruction, more exposure to a variety of instructional challenges, and greater credibility with colleagues–particularly with veteran teachers. Again, the quantity of teaching experience should be considered in light of the quality of a teacher\u2019s classroom experience, as quality remains a more important factor.<\/p>\n\n\n\n
Adults are not the same as kids \u2013 Prior experiences working with adults can be helpful if those experiences are related to the specific roles teacher leaders will carry out.<\/h4>\n\n\n\n
While teacher leader candidates typically have vital experience working with students, it is also useful for them to have experience working with adults in a learning context. Teacher leader programs should consider the kinds of prior experience working with adult educators that will be important for the work teacher leaders will do. Expert practitioners reported that prior experience working with adult educators was not as important as other selection criteria unless that experience was related to specific activities that teacher leaders would be doing. For instance, for programs where teacher leaders were expected to lead workshops as a central part of their role, it was helpful to select individuals with demonstrated experience leading workshops.<\/p>\n\n\n\n
Less may be more \u2013 Selecting fewer, highly-qualified teacher leaders may be preferable to selecting larger numbers of less-qualified candidates.<\/h4>\n\n\n\n
MSP program leaders reported that it can be a challenge to find a sufficient number of teacher leader candidates who possess all of the desired qualifications. Some MSP leaders recommended that if there are only a small number of highly-qualified candidates available, it is better to hire fewer teacher leaders than originally planned rather than select a larger number of less-qualified candidates, unless the program is willing to devote substantial time and resources to developing the needed knowledge and skills. Some MSP programs found that the time and resources expended to develop less-qualified candidates were much greater than anticipated, and that the unevenness in these candidates\u2019 qualifications made it challenging to implement a preparation program that brought all teacher leaders up to the desired level of knowledge and skills. If it is not possible to provide such a preparation program, then teacher leader work may need to be redefined to match the skills and experience that the selected teacher leaders bring.<\/p>\n\n\n\n
Selection is not a one-time event \u2013 Evolution of a teacher leadership program and turnover among teacher leaders means that selection occurs over and over.<\/h4>\n\n\n\n
According to experienced practitioners, teacher leader selection needs to be considered as an ongoing initiative, not a one-time event. It is important to anticipate teacher leader turnover and to have a selection plan in place to identify new teacher leaders at different points in time. Expert practitioners recommend \u201ccultivating\u201d teacher leaders, so that selection is about \u201ctapping\u201d teachers who have demonstrated their capacity rather than \u201cappointing\u201d individuals into a role that needs to be filled at a particular point in time. Having potential teacher leaders \u201cin the pipeline\u201d means making a conscious decision to \u201cgrow your own\u201d and to develop buy-in from administrators and other stakeholders for this approach.<\/p>\n\n\n\n
Programs that are relatively new at utilizing teacher leaders should anticipate some evolution of the program as it develops. This evolution may result in recognition that the original selection criteria for teacher leaders were not well-matched with their actual roles. In these cases, the program may need to reconsider who was selected or how the selections were made, and to revise their selection process accordingly. In some situations, expert practitioners indicated that this may mean figuring out how to \u201cstart over\u201d \u2013 asking teacher leaders to reapply for their positions if there is significant difference between teacher leader roles and the criteria around which teacher leaders were originally selected. In other situations, it could mean providing a defined exit strategy for individual teacher leaders who do not turn out to be well-suited for their leadership roles.<\/p>\n\n\n\n
Insight in action<\/strong>
Each year as part of an MSP program, six teachers from multiple schools and districts were selected to serve as full-time release teacher leaders. At the outset of the program, the job description included an extensive list of desired roles\/responsibilities. As a result, the candidates came in with varying ideas about what their leadership role would entail. Many envisioned themselves in a \u201ccoaching\u201d position, but much of the first year revolved around building a common vision, providing leadership at meetings to build program support, and establishing relationships. This disconnect from the roles outlined in the selection process created some dissatisfaction for those who came in with different expectations. For other candidates, the position was not a good fit for their skill set, which compromised their ability to perform the role. In subsequent years, project leaders considered more thoughtfully the role required of teacher leaders and constrained the job description and selection process more narrowly to those specific roles.<\/em><\/p>\n\n\n\nInvolve key stakeholders \u2013 Selection of teacher leaders should involve stakeholders who will be involved in and affected by the teacher leaders\u2019 work.<\/h4>\n\n\n\n
It is important that all stakeholders buy in to the choices made about who will serve as teacher leaders. The selection process provides a concrete opportunity for multiple stakeholders to come together to articulate what criteria are important in teacher leader candidates; to identify the kinds of evidence that would demonstrate those selection criteria; and to strategize about the nature of teacher leader work and how selected individuals will be supported to be successful in that work. In the case of MSPs, involving IHE faculty, district staff, school leaders and MSP program leaders in the process of teacher leader selection helped solidify a common vision for teacher leaders in their work. Which stakeholders were involved in which aspects of the teacher leader selection process varied, but in each case reflected strategic program decisions around building buy-in for teacher leadership.<\/p>\n\n\n\n
One MSP program leader described the importance of all stakeholders having a hand in developing the teacher leader job description, including specifying desired qualifications for candidates. Different groups of stakeholders participated in various tasks: recruiting potential candidates, reviewing applications and letters of recommendations, interviewing candidates, and observing them in classrooms. Based on the results of these tasks, a small group of stakeholders led by district staff made the final selection of teacher leaders.<\/p>\n\n\n\n
Insight in action<\/strong>
In one MSP, all partners (IHE education and STEM faculty, K-12 partners and MSP program staff) were involved in all phases of recruitment and selection of teacher leaders. A committee of representatives of these stakeholder groups co-developed the job description and identified the most desirable qualifications for applicants. The districts then posted the job description, and the committee reviewed all applications and identified a \u201cshort list\u201d of candidates for interviews and observations. Committee members were partnered to observe the \u201cfinalists,\u201d making sure that no one observed candidates from their own districts. After all applicants were observed, the committee reconvened to evaluate the applicants against the selection criteria. An MSP leader remarked, \u201cA big premise of our partnership is that all partners feel equally responsible for student outcomes. If everyone is involved in the full process, then everyone is responsible for the outcomes.\u201d<\/em><\/p>\n\n\n\nAnother MSP program leader offered a cautionary tale about leaving teacher leader selection in the hands of a few individuals. Initially, building principals were given the primary responsibility for recruiting and selecting teacher leaders with the rationale that teacher leaders would be working in their schools. The MSP program provided overall guidelines, but found that principals used their own, often unarticulated criteria in selecting teacher leaders. For instance, principals often \u201csent teachers to our program without a real sense that this would be their top math advocate in the school, and they sent them because they thought this would be just another math professional development program.\u201d Without some structure for involving IHE faculty, principals did not invite their participation. The result was the selection of a cohort of teacher leaders that varied widely in terms of backgrounds, qualifications, and expectations \u2013 a situation that the MSP then had to remedy.<\/p>\n\n\n\n
If you are interested in how these practitioner insights were collected and analyzed, a summary of the methodology can be found here<\/a>.<\/p>\n\n\n\n
Teacher Leadership Matters<\/h2>\n\n\n\n
Empirical evidence shows that teacher leaders’ practice impacts teachers’ instructional practice and, in some studies, provides evidence of positive impact on student outcomes. Findings across studies include:<\/p>\n\n\n\n
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- Teacher leaders’ practice, particularly in providing instructional support to teachers, impacts teachers’ classroom practice.<\/li>\n\n\n\n
- Teacher leaders’ practice occurs in a larger context of conditions that impact teachers’ practice.<\/li>\n\n\n\n
- Teacher leaders’ practice is related to positive student outcomes.<\/li>\n<\/ul>\n\n\n\n
Learn more about research on why teacher leadership matters<\/a><\/p>\n\n\n\n
Research on Selecting Teacher Leaders<\/h2>\n\n\n\n
In a review of the published empirical literature, eleven studies were identified that included findings related to the selection of teacher leaders. In these studies, selection was not a primary focus of the investigation; this was illustrative of the scant attention that selection has received as a feature of teacher leadership in the empirical literature. Findings from these studies: 1) suggest that the process for selecting teacher leaders should involve input from school administrators, as opposed to relying on self-selected (i.e. voluntary) appointments to teacher leader positions, and 2) underscore the importance of having clear criteria in the selection of teacher leaders which are aligned to the expectations for their work in the teacher leader position.<\/p>\n\n\n\n
The selection of teacher leaders is a critical, although rarely examined, aspect of teacher leadership. The criteria used as the basis for selection, factors that draw teachers into leadership positions, and who is involved in making selection decisions have clear implications for the performance and roles of teacher leaders. An extensive review of the empirical literature revealed few studies designed to investigate selection as a facet of teacher leadership. Although a process to select teacher leaders was likely a feature of leadership programs or teacher leader positions examined in most studies, few explored the effects of selection on teacher leader development or teacher leader practice.<\/p>\n\n\n\n
(Click on the name of each study to read a description of the intervention involving teacher leader selection.)<\/em><\/p>\n\n\n\n
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