Who Are We?

Recently, a friend shared that she wondered if she was not successfully advancing to the next round of interviews because she was approaching the interview questions using her teacher lens rather than answering from the leader viewpoint. This discussion made me consider my position and wonder if there is a significant distinction between the roles of teacher, teacher leader, and leader. Is there a line of demarcation? Can the terms overlap? Is it possible to be considered all three? I have often heard people in leadership/administrative positions say they are teachers at heart or teachers first when making decisions or describing their love for the profession. But, I wonder what this actually means to them and also how others perceive the leader.

For me, a teacher is one who guides, supports, and imparts knowledge on an individual or group. This does not necessarily mean that the bodies on the receiving end sit in a classroom, are attached to a roster, and are younger or less experienced than the one providing instruction. With that said, a principal, assistant principal, mentor, or coach could all be considered teachers. Subsequently, the lines become a little blurred when defining and classifying the terms teacher leader and leader. In his blog titled Teacher Leader Versus “Teacher” Leader and Why It Matters, Merz (2014) suggests that a teacher leader is a leader who has influence, shares their expertise, and evaluates and advocates for education policy. Sounds a lot like a teacher or leader you know, right? But Merz distinguishes the term teacher leader by noting that this person not only performs these duties but is also assigned to a classroom and is responsible for instructing students daily.  So, does title govern behavior? Does title alone determine how we behave or think?

Oftentimes, teachers chair committees, mentor others, facilitate professional learning sessions, or simply share their experience. In this case, their audience has now shifted, but they are still working to positively impact teaching and learning. I like to think of myself as a teacher leader who is working toward further understanding policy and actions that will prepare me for a position that supports teachers. However, once I leave the classroom, do I lose my teacher perspective or the right to be called a teacher or teacher leader? Does a position outside of the classroom disqualify me as a teacher? Are our efforts only being recognized by title? Are we creating a system of division with these titles? Is there significance in supporting efforts that help identify what is important on the individual classroom level and how it fits into the big picture? Does one become a leader through promotion or action? I ask these questions because there often seems to be a disconnect in schools between teachers and leaders. Some teachers believe that leaders no longer understand their position, while some leaders believe teachers lack an understanding of the big picture. I wonder if we, as educators, refrained from compartmentalizing actions by delegating them to specific positions, would colleagues, like my friend, feel as though their teacher lenses were just as valid or even equal to those distinguished as leaders.

S Merz. (2014. June 23). Teacher leader versus "teacher" leader and why it matters. [Web log comment]. Retrieved from https://www.teachingquality.org/content/blogs/sandy-merz/teacher-leader-versus-teacher-leader-and-why-it-matters