Leadership Development for Teachers Survey

Assessing Your Readiness for Teacher Leadership

Participant Information: Put an X next to only one that best describes you current status.

Students served:P-K thru 5

6-8

9-12

Student population:1-500

501-1000

1001-1500

1501-1550

1551-2000

more than 2000

Location: Urban

Suburban

Rural

Size of Professional Faculty:

1-25

26-50

51-75

76-100

more than 10

Job title:Classroom teacher

Special ed. Teacher

Counselor

Curriculum specialist

Related service provider

Coach/Instructional Facilitator

Other

Years of teaching:1-5 years

6-10 years

11-15 years

16-20 years

21-25 years

more than 25 years

Current Leadership Responsibilities:

Campus Leadership Team

Grade Level/Content Leadership Team

Other

Respond to the following statements in terms of how strongly you agree or disagree by putting an “X” in the appropriate box. / Strongly Dis-agree / Dis-agree / No Opinion / Agree / Strongly Agree
  1. To meet each student’s needs, I select from among various teaching strategies.

  1. Individual teachers can influence how other teachers think about, plan for, and conduct their work with students.

  1. Teachers should be recognized for being innovative in classrooms whether they succeed or fail.

  1. Teachers should decide on the best methods of meeting education goals set by policy making groups (e.g. School Boards, State Departments).

  1. I am willing to observe and provide feedback to fellow teachers.

  1. I would like to spend time discussing my values and beliefs about teaching with my colleagues.

  1. It is important to me to have the respect of the administrators and other teachers at my school.

  1. I would be willing to help a colleague who was having difficulty with his/her teaching.

  1. I can see the points of view of my colleagues, parents and students.

  1. I would give my time to help select new faculty members for my school.

  1. I am a facilitator of the work of students in my classroom.

  1. Teachers working collaboratively are able to influence practice in their schools.

  1. I can continue to serve as a classroom teacher while serving as a leader in my school.

  1. Cooperating with my colleagues is more important than competing with them.

  1. I am comfortable working with parents and I know my school’s community well.

  1. My work contributes to the overall success of our school program.

Strongly Dis-agree / Dis-agree / No Opinion / Agree / Strongly Agree
  1. School faculty and university faculty can mutually benefit from working together.

  1. I would be willing to give my time to participate in making decisions about such things as allocation of resources, professional development or student assignments.

  1. I value time spent working with my colleagues on curriculum and instructional matters.

  1. I am effective in working with almost all of my colleagues.

  1. I have a responsibility to help all students in my school be successful.

  1. I recognize and value points of view that are different from mine.

  1. I am effective in working with almost all of my students.

  1. I want to work in an environment where I am recognized and valued as a professional.

Assessing Your Readiness for Teacher Leadership

Scoring Protocol

  1. Count the number of times you chose “strongly disagree”.

Multiple by negative two, and write the number here

  1. Count the number of times you chose “disagree”.

Multiply by negative one, and write the number here

  1. Ignore the number of times you chose “no opinion”.
  1. Count the number of times you chose “agree”.

Write the number here

  1. Count the number of times you chose “strongly agree”.

Multiply by two, and write the number here

  1. Write the sum of these four numbers here

Are you ready for teacher leadership?

If the number on line 6 is between 35 and 50

If the number on line 6 is between 20 and 34

If the number on line 6 is between -5 and 19

If the number on line 6 is -6 and below

Katzenmeyer, M. and G. Moller (2001).Awakening the sleeping giant: Leadership

development for teachers. Thousand Oaks, CA, Corwin Press, Inc.