CLC Teacher Leadership Develops Over Time

Developing new roles for teachers and strengthening their leadership in the schools was both a primary goal and an important accomplishment of the project. This process occurred in the formalized monthly Teacher Leader meetings for the team leaders, in school-based professional development teams, and through less formal, often serendipitous, happenings throughout the project.

Teacher leaders from each PDT met regularly as a group during the length of the project. Through these meetings teachers played an active leadership role in the overall CLC project while further developing their own leadership and professional skills. Teachers discussed and presented their teams' professional development plans and provided critical input into the planning for twice-yearly, project-wide forums.

Most important, teacher leaders contributed leadership in terms of the project's viewpoint and ideology. In one pivotal discussion in the first year of

the project, teacher leaders insisted on the importance of upholding the highest standards for urban students, despite the hardships and obstacles that these students may face on a daily basis. This discussion was critical in setting the tone for the rest of the project.

Over time teachers shifted the focus of these meetings to suit their needs and interests. During the second and third year the meetings were held in the schools themselves. The school visits gave teachers a chance to get to know each other in their home territories and to share professionally at a

deeper level than had occurred previously. Presentations evolved to include tours, talks by university partners, and in one case, a video about the school produced by the teacher leaders themselves.

Finally, during the third year of the project teachers used these meetings to gain technical skills through presentations on e-mail, digital cameras, video capture and the internet. Meetings held at the Chicago Cultural Center and the Frank Lloyd Wright Home and Studio gave teachers access to student resources across the city.

Other Arenas for Leadership Development

Teachers developed their leadership capacity in many ways. The networks of opportunity were complex and productive throughout the project.

Over time CLC teachers took increasing responsibility for presenting their own work to each other and providing staff development for the group as a whole. By the final forum PDT members made all the presentations.
At McCosh the Primary Arts Team developed the "Teacher Leadership Project" in which teachers researched professional topics or issues and made in-depth presentations to each other each month. McCosh teachers reported that the presentations gave them a stronger sense of community and professionalism.
A Mozart teacher and an NEIU professor co-taught a methods course which brought together NEIU and Mozart students. A video documenting this experience, "Students as Teachers" includes an interview with these instructors allowing them to reflect on their shared learning.
NEIU and RU preservice students were involved in clinical observation experiences and student teaching at CLC schools. While doing so, they participated in professional development teams. Some eventually became teachers at CLC schools and served as team leaders and forum presenters.

Two examples of teacher leadership developing at many levels through the CLC project: NEIU preservice student works with Mozart middle schoolers (left). McCosh teacher leader instructs NEIU professor at forum (right).