I am nearing the halfway point in my third year as a hybrid. Sounds like I ought to be part one of the X-Men superheroes (or wait, were they mutants or hybrids?).
This idea of the “hybrid role” is gaining traction with the concept of “Teacherpreneurs,” which the Center for Teaching Quality defines as “expert teachers whose workweeks are divided between teaching students and designing systems-level solutions for public education.”
In my context, that means this year I am teaching two periods of Senior English to just shy of 60 proto-adults, while working with a team of other teacher-leaders to support the professional learning and growth of about 400 bonafide-adults. Theoretically, the main purpose of my job is to serve as mentor and coach for twelve first-year teachers in our district. How to do that, and everything else, is the crux of the issue.
The hybrid role has tremendous power and potential. When I lead professional development about new practices or standards, my colleagues know I’m held accountable to that same learning in my own classroom. When systems-level decisions are being made, I can advocate for practicing teachers in ways that even the most well-meaning administrator might not be able to voice.
One of the great things about my boss is that he believes in the importance of teacher leadership, and each year he has basically said to me “what do you want your job to be?” These roles are new in my district, and that blank slate is exciting but brings a challenge. As I look ahead to next year (already), I’m realizing that there are a few things that a “hybrid teacher” like myself needs in order to be successful: