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Teacher leader 1
- 1. THE TEACHER LEADER: Supportingschool and student success FACILITATOR: LYNA H. BASRI, ED.D
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- 3. ACTIVITY – LEADERSHIPROLES ACHIEVEMENT ADVENTURE CHALLENGE CONTROL CREATIVITY ECONOMIC BALANCE FAIRNESS FREEDOM HAPPINESS HARD WORK HONESTY HARMONY INVOLVEMENT ORDER AFFECTION COMFORT CONFORMITY COOPERATION DIRECTNESS EXPERTNESS FLEXIBILITY FRIENDSHIP HELPFULNESS INDEPENDENCE INTEGRITY LEADERSHIP MORALITY/ETHICS LOYALTY PREDICTABILITY RESPONSIBILITY RESPONSIVENESS PERSONAL DEVELOPMENT POWER RECOGNITION RISK SELF-RESPECT VARIETY SECURITY TRADITION TRUST WISDOM OTHER VALUES: Activity directions: Reflect upon the values that define your role as a teacher leader. Encircle five values listed below that best describes you and completes the following sentence: " _________________________ is a ‘cornerstone’ in my approach to leadership."
- 4. What arethe 5 common roles of leadership in your group? What about the unique roles? Was it difficult in identifying your roles? How? How can you prove that your leadership roles are beneficial in your teaching? Suggest ways on how the school administrators support your role to perform in school. – LEADERSHIP ROLES
- 5. WHAT IS ATEACHER LEADER? Premise 1: Teachers typically define career satisfaction in terms of their ability to be of service to others and make a difference in the lives of their students (McLaughlin & Lee, 1988) Premise 2: Teachers usually do not subscribe to traditional definitions of leadership as “higher” or “superior” positions within the organizational hierarchy (Devaney, 1987) Premise 3: Instead, teachers view leadership as a collaborative effort, a “banding together” with other teachers to promote professional development and growth and the improvement of educational services (Troen & Boles, 1992). Conclusion: Teacher Leadership are dispositions and skills demonstrated by teachers who teach students but also have an influence beyond their own classrooms. It also entails mobilizing and energizing others with the goal of improving the school’s performance in terms of teaching and learning for the
- 6. WHAT IS TEACHERLEADERSHIP? “TEACHER LEADERSHIP IS THE PROCESS BY WHICH TEACHERS, INDIVIDUALLY OR COLLECTIVELY, INFLUENCE THEIR COLLEAGUES, PRINCIPAL, AND OTHER MEMBERS OF THE SCHOOL COMMUNITIES TO IMPROVE TEACHING AND LEARNING PRACTICES WITH THE AIM OF INCREASED STUDENT LEARNING AND ACHIEVEMENT.” From meta-analysis of teacher leadership research by York-Barr and Duke (2004)
- 7. WHY TEACHER LEADERS? Assisting supervisors and administrators with curricular and instructional support. Grass roots – change goes furthest when it comes from within and offers the widest reach. Fosters professional growth through collaboration and continuous learning. Promotes positive organizational culture and climate.
- 8. TEN ROLES OFTEACHER LEADERS Resource Provider Instructional Specialist Curriculum Specialist Classroom Supporter Learning Facilitator Mentor School Leader Data Coach Catalyst for Change Learner
- 9. MENTOR Serve asa role model and support system for the beginner teacher Acclimate new teachers to a new school staff Advise new teachers about effective instruction, grade-level curriculum, school procedures, and best practices Provide support to teachers in need of improvement
- 10. WHAT TO WATCHOUT FOR Identify a mentor that is best suited to work with a new teacher based on their needs/growth. Tapping into different teachers’ strengths and personalities to make a good match. Administrative follow-through and goal setting.
- 11. EXAMPLES OF TEACHERLEADERS AS MENTORS Informal Teacher Leaders: Formal mentor Building-based, daily support Content or grade-specific guidance and support Formal Teacher Leaders: Formal mentor Work with novice or teachers in need of improvement Lead district-wide first year teacher training
- 12. RESOURCE PROVIDER Guideteachers by providing instructional materials, websites, exemplary lesson plans Extend teacher learning by sharing professional resources such as articles, new approaches to learning, and assessment tools Act as a sounding board for teacher questions and concerns Assisting teachers in analyzing data to improve instruction
- 13. WHAT TO WATCHOUT FOR Administrative review of resource aligned with philosophy and standards Knowing each staff member’s strengths and tapping “experts” in certain areas The wrong teacher leader can undo positive strides made earlier
- 14. EXAMPLES OF TEACHERLEADERS AS RESOURCE PROVIDERS Informal Teacher Leaders: Content or grade-specific specific resources Building-based, presentations and workshops Share exemplary lessons and activities Formal Teacher Leaders: Newsletters, blogs, websites Share professional articles and best practices in education
- 15. CURRICULUM SPECIALIST Serveon curriculum committees or lead curriculum efforts Lead teachers to understand content standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments Answer questions regarding the curriculum, provide resources to support the curriculum, offer professional development for those implementing new curriculum
- 16. WHAT TO WATCHOUT FOR Administrators should make it to a point to acknowledge leaders as resources in such a way that staff are are encouraged and expected to use them Provide teacher leaders with the use of flex time, coverage, and scheduled time during staff meeting to share and
- 17. EXAMPLES OF TEACHERLEADERS AS CURRICULUM SPECIALIST Informal Teacher Leaders: Serve on curriculum committees Act as instructional support when implementing new curriculum Open classroom as lab class for teachers to observe Formal Teacher Leaders: Lead curriculum development efforts and committees Act as the “first contact” to support principal Become an expert in content and curicullum Provide coaching experiences
- 18. CATALYST FOR CHANGE Facilitate the dissemination of information Organize movement to adopt a new policy Have a strong commitment to continued improvement and seek learning opportunities for the latest and greatest approaches and practices
- 19. WHAT TO WATCHOUT FOR Provide experiences that foster teachers’ interest to encourage positive change Administrators must be committed to implementing changes that are being recommended Administrative follow-through to support teacher leaders in gaining buy-in from teachers and carrying out change
- 20. EXAMPLES OF TEACHERLEADERS AS CATALYST FOR CHANGE Informal Teacher Leaders: Sharing a new best practice learned at a workshop with staff. Serve as school leader of Professional Learning Community to explore change. Formal Teacher Leaders: Learning about new approaches and best practices to provide professional development to both administrators and staff. Leading staff development and direct district committees.
- 21. BUILDING TEACHER LEADERS Think - Group - Share How can you create a structure that will allow for teacher leadership? What would teacher leaders look like in your school?
- 22. LEADERSHIP SKILLS PLAN Finda vision Establish team values Set norms Identify expectations Nurture collaboration Build trust Conduct effective meetings Make meaningful decisions Manage conflict Problem solve efficiently Set goals Plan effectively Share information Communicate successfully Coach others Train for competency Give productive feedback Mange change Assess performance Objective (s): To build a leadership skills development plan. Activity directions: Study the leadership skills below. The group has a chance to add skills to the list. Once you have discussed the list, each person has to select three that he or she feels need attention. Collect and plug those three into the chart below and fill in the necessary information –
- 23. LEADERSHIP GROWTH PLAN Leadership Skillsto Improve Growth Objective(s) for each Skill Activities People Who can Help Indicators of Success Timeline Example: Meeting Facilitation To conduct team meetings where more people participate 1. Ask selected team members for honest feedback. 2. Have the principal critique a meeting Principal & peers 15% increase of team members speaking at meetings by the end of the quarter. 1. Obtain feedback after the first three meetings. 2. Try at least one new strategy every two meetings. A. B. C. Options: Participants may select a partner to check each other's progress. This helps teacher stay on task once the meeting or workshop is over.
- 24. WHY TEACHER LEADERS? ---Blogger Erin Kelly (Dep’t Chair, Fairfax, Virginia) I wanted more opportunities to "have my voice heard.” ---- FUN I wanted to impact students outside my classroom. ---- COOL I wanted to grow and learn as a professional. --- EXCITING
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- 26. WHY TEACHER LEADERS? “Neverdoubt that a small group of thoughtful, committed citizens can change the world: indeed, it’s the only that ever has.” - Margaret Mead - Anthropologist
- 27. TEACHING EXCELLENCE Delivery excellence Contentexcellence Coaching excellence Network excellence Innovative excellence Personal excellence
- 28. TEACHER LEADER Learning Task (AcademicAptitude) Personal Care Orientation (Attitude) Low High Low Deserter Class Manager High Pace Setter Inspirer
- 29. LEARNING TASK ORIENTATION Enhancing Self-esteem of students Identifying potential and strengths of students Respecting and valuing students Giving positive feedback Giving time outside the classroom Mentoring and counselling Listening to problems and difficulties of students Caring for and empathy towards students Showing personal interest and paying attention to individual students Relating to a student beyond course content No undermining or discounting of students Setting higher expectations from students Maintaining discipline in the classroom High standards of preparation and delivery Asking questions in the classroom Solving students’ academic problems and doubts Engaging students in the classroom Providing immediate feedback about assignments and exams Demanding greater time of students for mastering course content Giving self-learning exercises and tasks after the class Insisting on pre-reads and other reading requirements PERSONAL CARE ORIENTATION
- 30. BEGIN WITH THETEACHER I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instruction of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or descalated, and a child humanized or dehumanized.
- 31. HAVE A SIGNIFICANTIMPACT ON LEARNING No significant learning occurs without a significant relationship. --- James Comer
- 32. MUST BE RECOGNIZEDFOR THEIR AUTHENTICITY Caring is a moral imperative, a social responsibility, and a pedagogical necessity. --- Geneva Gay
- 33. --- BARNETT BERRY Presidentand CEO The Center for Teaching Quality “The Teacher Models Standards set the the stage for the 21st century teaching profession that students deserve.”