Association Leadership Competencies - Teacher Leadership Institute

Association leadership means understanding how to create and guide meaningful, positive, and powerful collective action. It means learning to lead members of groups—large, culturally diverse, and engaged—and steering the activities of those members in the direction of desired change. Within the context of the association, teacher leaders can build bridges with administrators and other stakeholders in order to advance quality instructional practice and the right policies to make that practice possible.

All three leadership pathways are dependent upon the foundational competencies (diversity, equity, and cultural competence) and the overarching competencies that characterize what all teacher leaders should know, do, and believe when leading systemic change.

Also in this section:

Organizational Effectiveness: Leading with Vision

Emerging	Developing	Performing	Transforming
• Understand the (local, state, and/or national) association’s mission, vision, and values. • Identify how to use the understanding of the association’s mission, vision, and values to guide their influence when working with colleagues and others.	• Design, facilitate, and/or coordinate the members’ work under direction and/or mentorship of other leaders in pursuit of the association’s mission. • Advance the vision and values of the association.	• Organize and guide a critical mass of members to invest themselves in support of the association’s mission, vision, and values. • Pursue strategic goals through targeted actions based on the mission, vision, and values of the association. • Measure success with meaningful data about progress toward the desired vision.	• Enlist members for participation in and innovation of the vision and values of the association. • Broaden the vision and values of the association and activate meaningful change. • Foster and empower both members and leaders to work beyond the current or traditional roles of the association.
Evidence Indicators of growth at the emerging stage include, but are not limited to, the following evidence: • Explain how the association’s mission, vision, and values connect to them as a teacher leader. • Discuss how the mission, vision, and values guide their work with colleagues and others.	Evidence Indicators of growth at the developing stage include, but are not limited to, the following evidence: • Actively participate on a committee and/or in learning groups. • Organize the work of others to pursue the mission, vision, and values of the association. • Manage activities with others to implement the mission, vision, and values of the association.	Evidence Indicators of growth at the performing stage include, but are not limited to, the following evidence: • Guide group efforts with association members to support the association’s mission, vision, and values. • Lead others to pursue goals and actions to support the association’s mission, vision, and values. • Collect data on the effectiveness of their work with colleagues to progress toward the association’s vision and values.	Evidence Indicators of growth at the transforming stage include, but are not limited to, the following evidence: • Lead others to pursue transformative vision and values for the association. • Lead others in anticipation of, preparation for, and response to new challenges and greater achievements. • Build upon and strengthen the vision, beyond current and traditional roles for teacher leaders.

Organizational Effectiveness: Leading with Skill

Emerging	Developing	Performing	Transforming
• Recognize the need for leaders to exercise skillful stewardship of the (local, state, and/or national) association’s vision and resources. • Understand the need for members to change from dues payers to passionate partners for the work of the association.	• Design, facilitate, and/or coordinate the association’s business under the direction and/or mentorship of other teacher leaders. • Encourage others to participate in the association’s work.	• Conduct association business with integrity and skill, effectiveness and efficiency. • Strengthen the capacity of the association through strategic use of additional resources, increased membership, and more involvement.	• Lead the creation of new methods and/or the innovation of existing methods of the association to conduct business in ways that allow for a broader vision and greater success. • Expand the capacity of the association to identify and engage new partners, additional markets, and resource providers.
Evidence Indicators of growth at the emerging stage include, but are not limited to, the following evidence: • Explain the value of skillful stewardship and the resources of the association’s vision. • Discuss the value of membership growth and engagement in the association. • Recognize not only the role of partners but also their impact to further the desired outcomes for students, as well as teachers, schools, and the profession.	Evidence Indicators of growth at the developing stage include, but are not limited to, the following evidence: • Actively participate in association work with the guidance and support of teacher leaders. • Coordinate activities to help transition members from passive involvement to active participation in the association’s work. • Participate with colleagues and other stakeholders to influence decision makers to desired change.	Evidence Indicators of growth at the performing stage include, but are not limited to, the following evidence: • Demonstrate integrity and the skills to effectively conduct association business. • Use resources to purposefully strengthen the capacity of the association. • Recruit and engage members in the association. • Use strong relationships to build impactful networks with broad and diverse stakeholders to change policy that affects students and teachers, schools, and the profession.	Evidence Indicators of growth at the transforming stage include, but are not limited to, the following evidence: • Lead the association members and others to introduce and implement new processes, protocols, and/or solutions to further and broaden the vision. • Collaborate with strategically selected external partners to effectively increase the scope, outcomes, and vision of the association.

Organizing and Advocacy

Emerging	Developing	Performing	Transforming
• Identify the role of partnerships to pursue desired outcomes for schools and districts and/or teacher instruction and student learning	• Participate with (local, state, and/or national) association members, coalitions, administrative leaders at all levels, and decision-makers of other organizations to generate desired change.	• Build strong relationships and/or utilize compelling issues to develop impactful networks (members, leaders, and coalitions within and across organizations). • Generate significant changes across a broad range of issues that impact students, faculty, and staff as well as schools and districts.	• Serve as an empowered teacher leader who policymakers, organizations, and unions seek to collaborate with in order to advocate for the association.
Evidence Indicators of growth at the emerging stage include, but are not limited to, the following evidence: • Explain the importance of partnerships. • Discuss how to leverage partnerships for desired outcomes.	Evidence Indicators of growth at the developing stage include, but are not limited to, the following evidence: • Collaborate effectively within and beyond education stakeholders to develop policies. • Work with others to influence policies for desired change.	Evidence Indicators of growth at the performing stage include, but are not limited to, the following evidence: • Identify and prioritize issues that are compelling to others and that offer the greatest potential benefit. • Strategically connect with others to address issues in ways that are mutually beneficial and meaningful.	Evidence Indicators of growth at the transforming stage include, but are not limited to, the following evidence: • Influence stakeholders based on their knowledge and command of the issues. • Navigate challenging relationships. • Bridge diverse interests to find agreement or compromise. • Facilitate the adoption and implementation of policies.

Building Capacity of Others

Emerging	Developing	Performing	Transforming
• Understand both the range of leadership skills and styles of communication that members may possess. • Know their strengths and limitations of personal leadership skills and communication styles.	• Collaborate in implementing professional growth activities to help members develop. • Expand association leadership skills at the local, state, and/or national level.	• Develop and provide professional growth opportunities for members working to realize their potential as active members or (local, state, and/or national) association leaders.	• Engage association members and potential members to discover their greater potential at the local, state, and/or national level. • Mentor members to envision and achieve knowledge and skills necessary to build capacity as potential association leaders.
Evidence Indicators of growth at the emerging stage include, but are not limited to, the following evidence: • Acknowledge the range of skills and communication styles of successful leadership. • Assess their leadership skills and communication styles.	Evidence Indicators of growth at the developing stage include, but are not limited to, the following evidence: • Work with members to develop their professional growth and communication skills. • Work to expand their leadership skills and communication styles.	Evidence Indicators of growth at the performing stage include, but are not limited to, the following evidence: • Create and lead professional growth opportunities association members to become more active and/or leaders. • Identify and develop leadership strategies to empower the potential in themself and others.	Evidence Indicators of growth at the transforming stage include, but are not limited to, the following evidence: • Empower members and potential members to identify and develop their own leadership potential and communication ability. • Overcome obstacles for themself and others. • Increase ownership of a shared association vision. • Build leadership and communication through achievement.

Learning Community and Workplace Culture

Emerging	Developing	Performing	Transforming
• Understand the importance of contracts and policies. • Identify how contracts and policies can create, sustain, or develop positive teaching and learning environments.	• Understand the landscape of major policy and contractual initiatives. • Use research to identify contract provisions and policy options for a positive impact on teaching and learning conditions. • Foster a positive workplace culture of support and encouragement.	• Utilize interest-based and/or problem solving strategies to guide the development and implementation of desirable changes in working conditions. • Advocate for contract provisions and policy options that have a positive impact on teaching and learning environments.	• Lead members and other stakeholders in their effort to develop new and innovative policies and contractual articles to enhance learning environments for students, educators, and/or families.
Evidence Indicators of growth at the emerging stage include, but are not limited to, the following evidence: • Describe the relationship between working conditions, teacher instruction, and student learning.	Evidence Indicators of growth at the developing stage include, but are not limited to, the following evidence: • Identify current education issues as they relate to working conditions and share that information with others. • Utilize research to develop their stance on issues that positively impact teaching and learning conditions.	Evidence Indicators of growth at the performing stage include, but are not limited to, the following evidence: • Establish appropriate strategies to bring about desired changes in working conditions. • Advocate for policies and provisions that positively impact teaching and learning.	Evidence Indicators of growth at the transforming stage include, but are not limited to, the following evidence: • Understand the relationships among education community members and others. • Organize members in the development and implementation of innovative strategies to bring desired change in working conditions.