Something I like about teaching in my district is that I feel like there is a clear balance of expectations and autonomy for a classroom teacher. I know what my standards are, as well as what “curriculum” and anchor works of literature have been approved, but I also have the autonomy to design instruction that fits not only my students’ needs but also my own teaching style.

Stepping into teacher leadership often means stepping into a much grayer zone. There are usually some expected measurable outcomes, but there is much more (or at least more noticeable) reliance on my creativity, influence, and problem solving than I have experienced in my career in the classroom. In my classroom, when I’m stumped about how to best teach a standard for a particular novel or unit in my classroom, Google can help me find mountains of ideas from fellow teachers: throughout the country, it is a safe bet that dozens if not hundreds of teachers have taught the same content to similar kids, and I can sort through their work to design lessons that match my kids’ needs.

In my role as a teacher leader, there is not the same kind of easy-to-access banked expertise just yet. Finding philosophy around teacher leadership is a piece of cake; finding specific ideas in the “just tell me what I need to do!” moments is much tougher. Continue reading →