~A closer look at 21st Century Educational Leadership from the perspective of a World Language classroom~
Leadership and the art of teaching have a lot of common ground. As you explore this forum, think of the words "leader" and "teacher" to be one in the same. We've all been called to this profession for different reasons and through different experiences. There is a passion that we must keep ignited as we move forward into the future of our careers. To reflect on what has called us to teach and to find the courage to continue to grow, is what will allow us to successfully navigate our roles as both modern teachers and modern leaders.
Instructional Leadership
An instructional leader is the "lead learner" within an educational organization. Depending on the specific organization and their formal/informal hierarchies, the person or position viewed as the lead learner may differ. No matter who has earned the role though, there are many common competencies and behaviors that should be evident across the board. (see Leadership Framework)
Though in the lead, they are not necessarily ahead nor are they alone. Instructional leaders have a group of dedicated "followers" who look to them for guidance and motivation. In a school setting the followers are not only the faculty but also the students and their families. At the same time, the leaders themselves still have much to learn and must be open to the idea of growth and positive change. Instructional leaders can learn a lot by working closely with their followers and by putting aside the subjectiveness and stereotypes that come with one's "status" in the workplace.
Self-awareness and self efficacy aid greatly to one's style of leadership and communication skills. Both of which will be explored further within this forum. Being comfortable and confident in who you are as person will have a direct correlation to who you are as a leader. To be visible both mentally and physically is an important behavior in a role of leadership. To hide behind desks and podiums does nothing but create barriers and distance. Teachers must know who their allies are in the school building, and that must include not only their colleagues but also their administrators. Instructional leaders understand that learning should be given top priority, while everything else revolves around the enhancement of learning. Instructional leaders need to know what is going on in the classroom. Without this knowledge, they are unable to appreciate some of the problems teachers and students encounter(Jenkins, 2009, p 36). Without this knowledge one may otherwise lead blindly and recklessly.
In a 21st century learning environment, true leadership is one that is very much participatory in style. An instructional leader is one who forms partnerships with teachers and works collegially, engaging in discussions about teaching and learning, setting goals for instructional improvement, and identifying appropriate instructional strategies for different situations (Green 2017, p. 237). They are those that develop and communicate a clear, shared vision of instructional excellence for the school and develop a school climate in which effective instructional practice can be utilized.
We are all life-long learners. We are in this process together. We must transform the way in which we lead and teach so that what we teach is of depth and value to our students. Such that goes beyond what any common core standard or test may ever attempt to measure. As leaders adapting to this new and ever-changing world of education, we must always do our best to act with integrity and move forward with open minds. Doing so is sure to create a butterfly effect that reaches not only our students but the greater communities of the world as well.
TEACHERS ARE SUPERHEROES!
Teachers as Leaders
Though in a school setting the word leader is most often associated with the formal hierarchies where principals, superintendents, and other administrators are at the "top", in today's world everyone is being called to lead. This means that teachers can be leaders in their own right, both inside and outside of their classroom/department. They must seek opportunities to take this initiative as often as as possible.
We are the "experts" when it comes to our content that we teach within each lesson to our students. We share those lessons and tools with our direct departments, but we also have a chance to collaborate at faculty meetings, professional development conferences, and on in-service days with other teachers. Even our casual conversations at lunch or while making copies can provide insight for those willing to actively listen. We've become the chaos coordinators and know our students better than most anyone. We are on the frontline of it all, and we have much to offer!
At the end of the day, when students enter our buildings, they are not concerned with who is at the "top" and who is "in charge". They are simply concerned with who is there for them to offer support whenever and however they may need it.
World Language Leaders
It is in my humble opinion that World Language teachers are truly an asset amongst the leaders within a faculty. Not only do we bring a global and cultural perspective to all that we do/say within our career, but we also help others to learn how to effectively communicate.....in more languages than one! Sympathetic and active listening skills are embedded into our brains as we are constantly switching between language learner and language teacher.
Professionals in our field are encouraged to study abroad often as those experieces not only enrich our daily lives, but more so our craft of teaching. If we are not leading by example, showing students the value of diversity and culture, then why are we even teaching in the first place? As teacher leaders, we especially need to ensure that our words and actions line up. In fact, our actions often count more than our words.
We work daily to help our students gain competencies regarding empathy and the importance of stepping out of their "bubbles" and comfort zones. Though our content area is not always considered "essential" or a "core" subject, we still have a rather unique platform that not many other teachers share. We get to talk about a multitude of topics within each set of vocabulary and grammar concepts. These are real world topics that students can easily relate to and compare with others. It is engrained in our curriculum and standards that we help students to understand that through our diversities/differences we can still make strong connections. We help them to appreciate other points of view. By helping them achieve fluency and global awareness simultaneously, we fight prejudice and ignorance within the four walls of a classroom. What are students are learning goes far beyond a grade or point value on a test.
Of course we consider it a "win" if students are working toward proficiency and actually enjoy speaking in the target language. The true gift though that we get to be apart of, is when students are realizing how much more there is to the world and when they express the desire to get out and explore it! In our classrooms, students find a safe space to have those broader, sometimes uncomfortable yet important conversations, such as immigration or religion. We as Wordl Language educators, promote healthy discussion and debate with an emphasis of respect and appreciation for the thoughts and feelings of others. Through the critical-thinking skills practiced in our classroom, we create life-long learning opportunities! So whether you are a depart of one or are part of an entire foreign language wing, please never forget that you bring a truly unique gift to the art of teaching and to your district.
We truly get to BE THE CHANGE that we wish to see in the world!
References:
Green, R. L. (2017). Practicing the art of leadership: A problem-based approach to implementing the professional standards for educational leaders, 5thed.Boston, MA: Pearson.
Jenkins, B. (2009). What it takes to be an instructional leader. Retrieved April 25 2020 from www.naesp.org