Science Teacher Leadership

In order for positive change to happen in education, teachers must take on new roles to increase team building and problem solving (Klentschy, 2008). Our classrooms are becoming increasingly diverse each year, and teachers need to get creative to make all students feel a part of the class. Within our classrooms, teachers need to develop positive relationships with students. We need to show students we care about who they are and their success.  In the beginning of each school year, I typically use the first week to get to know my students through responsive classroom activities.  This helps to build community and allows me to learn about their families, likes and dislikes.

I think all teachers need to start change from within their classroom.  It can be difficult to jump right into a teacher leadership role.  However, it is important to initiate change in the building as well as throughout the district. One way I try to demonstrate leadership within my school is to share diverse activities and resources with my colleagues. I find this small gesture really travels. I signed up to receive newsletters from teachingtolerance.com. When I read interesting activities from the site I share in a team meeting or forward the email to an administrator.  Also, I have tried to promote positive change in our science program. I gathered resources I have read at Walden on inquiry to share with my colleagues. I received a positive outcome since I had examples of labs to share. Challenges that teacher leaders and administration have to overcome is the resistance to change. When approach with examples, a purpose, and how to use the aspects of a program, then teachers will be open to change. Teacher leadership roles can be challenging, but since continuing my professional development I have been slowly gaining confidence to take on these challenges.

 

Reference

Klentschy, M. (2008). Developing teacher leaders in science: Attaining and sustaining science reform. Science Educator, 17(2), 57–64. Retrieved on June 28, 2013 from Education Research Complete database. (Accession No. EJ886173).