A Bold Vision for Teacher Leadership Development in North Carolina

Ask somebody to list industries that employ “leaders” in American society, and you’ll probably hear some combination of the military, high finance, politics, maybe religion. 

But if we define leaders as those who have an outsized impact on the lives, livelihoods, and beliefs of others, then one occupation ought to appear near the top of the list: teacher.

Teachers lead. That is the job. They lead groups of other people all day, every day. They lead people to grasp new concepts, new ways of viewing the world, new methods of ingesting and retaining information, and more. 

But while military leaders, for example, have ROTC, no such purpose-built, long-term leadership framework exists for teachers. Sure, they have schools of education and training seminars, but those differ from ROTC in important ways.

ROTC programs are, at bottom, a deal: You give us 4-5 years of service, we’ll cover your bills and instill in you a culture of excellence and seriousness. 

A Teacher Leadership Academy (TLA) should offer something similar for the leaders of North Carolina’s students. Here’s one vision for how, which has the support of many in North Carolina’s business community.

***

Like the military’s ROTC program, TLA recipients would be selected through a rigorous application process and awarded scholarships to pay for attendance at a North Carolina college of their choice, public or private. 

They would also receive a monthly stipend to supplement living expenses as this program’s level of commitment precludes a student from holding outside employment. The students would attend specifically designed leadership classes each semester in addition to the standard teaching curriculum, and have mandatory summer “camps” and experiences that further their professional development and training.

In exchange for the financial incentives and rigorous training, TLA graduates would commit to teaching in a North Carolina public school for six years at an enhanced salary. After that period, if a TLA graduate chooses to change careers, then he or she could leverage a network of supportive state business leaders for career pathway advice and ultimately job placement.  

It seems likely that more TLA graduates than necessary would opt to teach in Charlotte or the Triangle, and fewer graduates than necessary would opt to teach in rural areas. To overcome that challenge, a salary supplement would be added to teachers who choose a Title I, low-performing, and/or rural school to incentivize service where it’s most needed.

The goal is two-fold: to incentivize a larger pool of students to become teachers, and to improve the quality of teaching – and therefore the probability of student success – across the state.

A thoughtfully executed TLA program in North Carolina would need to hit five key competencies, which this conceptual framework achieves:

1. Competitive financial incentives: Scholarships and stipends for TLA students, plus enhanced salaries and supplements for placement in underserved schools for TLA graduates, would likely attract a large pool of applicants willing to accept the six-year service requirement.
2. Professional development and training: This is the core substance of a TLA program. A rigorous curriculum, including leadership training, can produce an “elite” corps of teachers in North Carolina. 
3. Clearly-defined career pathways: Like ROTC students, TLA students would of course know what they’re doing after they graduate. But after TLA graduates complete their service, business community support can create a culture of excellence and achievement for those who follow new, lucrative career paths. This, in turn, increases demand for the TLA program, creating a virtuous cycle.
4. Supportive mentorship and induction programs: The whole premise of this program is that mentorship and culture can raise the competency of an entire cohort. Instructors for TLA students will provide leadership training and mentorship, and TLA graduates will carry that culture to school districts around the state.
5. Positive and structured work environments: Placing new teachers in supportive environments with clear expectations, structured routines, and an organizational culture that fosters loyalty and a sense of mission parallels ROTC’s emphasis on structured environments and organizational loyalty.

There are, of course, details and logistical hurdles that can only be resolved by getting the process started. But the above framework represents a new, bold idea to instill in public schools a culture of confidence and excellence. 

If we want to elevate teaching to its rightful place among America’s leadership professions, then we must view leadership and culture in the teaching profession as just as important as it is in the military. A Teacher Leadership Academy modeled after ROTC offers a compelling way forward, one that honors the leadership role teachers already play, equips them with the tools and training to thrive, and builds a statewide culture of excellence in education. 

By recruiting, developing, and retaining top-tier teaching talent, North Carolina can lead the nation in reimagining what it means to educate and empower the next generation. The time to lead is now. We suspect teachers are ready to answer the call.

Over the years, we’ve seen what’s possible when business leaders come together to advance bold ideas. This initiative is no exception. With the commitment and vision of leaders like you, it can move from concept to reality.

If you’re interested in being part of this effort, please email us, and we’ll follow up to arrange a conversation.

Thank you for your readership, and for the leadership you bring to our state’s business community.