Ariel Sacks reports that her school is doing a nice job of giving experienced teachers meaningful leadership roles—something you don’t hear all that often unfortunately. The result, she says, is institutional progress:
The wonderful thing about the teacher leadership opportunities at my school is that they truly allow teachers to solve problems and guide the progress of the school. Teachers have so much input and autonomy that there is amazingly little resistance to progress. There are no outside people condescending to us, telling us what to do, and meeting with that classic teacher response (which is often conveyed only in a facial expression), “Why don’t YOU try doing that in my classroom!?”
Sounds like a no-brainer, except that—to quote Carol Ann Tomlinson—"it’s just that we almost never do those [types of] things systematically and persistently in schools.”