Teacher Leader Interview

Teacher: Sonja Cox

Positions held: Secondary Mathematics Teacher & Team Leader
Date: January 29, 2015

(1) For which reasons did you initially enter the field of education? Are your reasons for
staying in education the same as those when you started?

I was raised in Serbia and moved to the United States in my adult years, I had a strong
mathematical background, and initially pursued teaching as an avenue for income. Today
however, my reasons for staying in education are different. Teaching is no longer just a
job; it has become my passion. I work hard to help my students reach their goals, seeing
their success motivates me to continue my work in education.

(2) How did you become involved in your leadership role?

I applied for the position of team leader for our math department. This position works
collaboratively with both the teachers nd administration to help the growth of our
programs. I felt that my many years as a member of the department and positive
relationships with my colleagues put me in a good position to be a successful team leader.

(3) How has your role as team leader contributed to the success of our department?

My role as team leader has contributed to the success of our department. The monthly
meetings I hold help me gain valuable feedback as to the concerns of my colleagues; I
communicate these issues in meetings with administration. This helps everyone to be on
the same page and we can therefore work to resolve any issues. One example was when
we had students enrolled in algebra 1 as freshman that were not ready for the rigor of the
course. This allowed me to discuss with administration our need for a pre-algebra course.
We now have three sections of pre-algebra, which adequately prepares students for the
algebra 1 course.

(4) What are your areas of expertise?

I feel I am especially strong at teaching courses that prepare students for national exams.
I teach four sections of Advanced Placement Statistics and also hold SAT prep courses on
nights and weekends. Beyond content I am good at showing students test taking
strategies that help their success on AP exams and SATs.

(5) How do you work collaboratively with others?

I work collaboratively with others on a daily basis. I meet with PLC groups to gain
insight as to the progress of their goals and objectives, I attend meetings with
administration to gain perspective as to how we can meet their demands, and I work with
my colleagues to help our department work as a cohesive unit.
(6) How would you define teacher leadership?

Teacher leadership is when a teacher extends their role in the classroom to help contribute
to the success of the students, department, and the school.

(7) What challenges have you experienced in your role as a teacher leader?

As a teacher leader it is challenging to try to satisfy the needs of all parties. Students,
parents, teachers, guidance counselors, and administration all have varying perspectives.
I try to see the perspectives of each unit and do what I feel is best for our department
based on the needs of all of those who are influenced by it. We all have a common goal,
the success of our students, however everyone has a different idea as to how this success
should be reached.

(8) Define an experience that has inspired you to continue your role as teacher leader?

Two years ago our math classes were very large and through meetings with the
department I realized the concern of the staff and the impact this was having on the
productivity of education. I fought very hard to convince the administration and the
board of education that hiring a full time math teacher would benefit our students. They
were reluctant at first, but I persisted, I attended BOE meetings and voiced my concerns
about how we were hurting the progress of our children due to class sizes. They finally
agreed that this would be best for the success of our students and hired a full time math
teacher for the upcoming school year. This has helped the classroom environment
tremendously. This experience has inspired me to continue my role as teacher leader.

(9) What advice would you give teachers who want to become more involved in teacher
leadership?

Teachers who want to become more involved in teacher leadership shouldnt hesitate to
do so. If they are passionate about their careers and their roles as leaders outside of the
classroom they should pursue teacher leadership and help make a difference beyond the
classroom.

(10) Do you feel your role as teacher leader has had an affect on your local community?

I absolutely feel that my role as a teacher leader has had an affect on our local
community. This is a small town and I have lived here for many years. Through the
years I have gained the respect of the community and they have seen the impact I have
had on our educational system. My AP review sessions and SAT prep classes have been
attended by dozens of students each year and their scores have shown substantial
increase. This simple program has helped students earn college credits, obtain
scholarships, and get into the schools of their choice, for that the members of the
community are grateful, and I am proud.
Teacher Leader Observation in a Leadership Role Outside the Classroom
Teacher: Scot Rainear
Positions held: Secondary Mathematics Teacher & PLC Captain
Date: February 2, 2015

ALG 2 PLC Meeting Topics:

(1) Analyze the data from the second marking period QBA according to the following
components (as outlined by administration): 80% of students must have earned an
80% or above, compare the scores of special education students and economically
challenged students to those of the general population.

(2) Discuss ways of adequately preparing for the PARCC assessment in March.

(3) Discuss where each teacher is in the curriculum and identify topics that should be
covered during the third marking period.

ALG 2 PLC Meeting notes:

- Rainer opens the meeting by stating the topics he wishes to cover in the PLC meeting.
- Each teacher provides their QBA scores and Scot compiles the data on an Excel
Spreadsheet.
- The data reveals that the PLC met their goal for the second quarter.
- Scot relays some messages from administration in regards to PARCC testing. Teachers
will receive proctoring assignments and a testing schedule as of February 13, he also
notes instruction is to continue even when students are pulled from classes for testing.
- The team then brainstorms ideas for incorporating PARCC review into their math
classes
- Ideas include having the students take sample tests, using the computer lab to
familiarize students with the mechanics of taking the test, and daily
PARCC warm
up problems.
- Some members of the PLC group voice their concerns with aligning the curriculum with
the components of PARCC, stating that many of the sample questions
exceed the
knowledge base of our students.
- Scot emphasizes that the administration wants us to focus on the topics of PARCC for
our curriculum, as it is a potential graduation requirement, so a
students
competence on these topics is important and that they must provide
each student
with adequate preparation to be successful.
- Finally, each Algebra II teacher notes where they are in the current curriculum. Each
teacher is within a similar realm of topics, however some teachers
are delivering
material at a faster pace and are ahead in the curriculum.
- Solutions to this issue are discussed, those who are ahead can spend some time giving
some past topics more depth while those who are behind catch up.
- The importance of staying at a similar pace is discussed since we are required to give
the same quarterly exams.
- Scot closes the meeting by thanking everyone for their input and the group agrees on a
date for the next meeting.

Leadership behaviors that differ from classroom behaviors:

- In a direct instructional classroom setting Scot stands in front of the room to take
command of the class and during student centered learning he walks
around to
monitor student progress, however, in the PLC meeting Scot
conducts the meeting
in an informal manner, sitting and conversing with his colleagues
talking to them
as equals not as their superior.
- In the PLC meeting Scot values his colleagues input as professionals and relies on their
perspectives, opposed to the classroom setting in which Scot dictates
what is
expected from his students and works to guide them towards his
learning
objectives.

Leadership methods used:

- Scot demonstrates the qualities of a democratic leader. He creates a collaborative group
environment, where everyone has a contributory role in decision-
making.
- As the captain of the PLC group it is his duty to take the input of his team and make a
final decision that gets reported back to administration, however,
Scots
participative leadership style allows everyone in the group to share
their input and
give their opinions, the team works cohesively as a unit.

Leadership Phrases:
- Everyone please sign on the February 2 sign in sheet so we can begin this meeting.
- Today I am hoping we can discuss QBAs, PARCC, and curriculum pacing.
- After completing the QBA scores I am pleased to let everyone know we made 80 for 80.
- Congratulations on developing exams that help us reach our goal of 80 for 80.
- I understand the point you are making but this is the curriculum that PARCC dictates.
The use of this curriculum will better prepare our students for the rigor of this exam.
- Lets elaborate on this a bit. Do we think it is more important to cover more material or
enhance the depth of some limited topics?
- What is everyones opinion on using the computer lab for PARCC practice tests?
- Thats a good point; I agree we should incorporate more PARCC style questions on the
Quarterly Benchmark Assessment.
- Spiraling the content on each QBA is a good idea, lets revisit this idea at our next
meeting when we begin design the QBAs for the third quarter.
- Thank you for your contributions to todays meeting.
 As the PLC captain Scot runs his meetings in a professional manner, valuing the
input of each member of the group. He appropriately uses leadership phases to guide his
meetings and respects the opinions of his team. If he does not know how to address the
concern of a colleague he makes note of it and upon investigation of a solution it can be
revisited at a later date. Scot is organized and well prepared for each meeting. Before
each meeting teachers receive an email as to any documents they must bring to the
meeting, the teachers preparation helps Scot accomplish his goals during the meeting.
His behaviors, language, and methods create a comfortable and productive environment
during his PLC meetings. The behaviors, language, and methods he used to address each
topic helps each group member feel valued and they leave the meeting feeling as though
their opinions and input were acknowledged.