Continuum Of  Emerging  Teacher  Leadership Formatted
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Continuum Of Emerging Teacher Leadership Formatted

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    Continuum Of  Emerging  Teacher  Leadership Formatted Continuum Of Emerging Teacher Leadership Formatted Document Transcript

    • CONTINUUM OF EMERGING TEACHER LEADERSHIP From: Leadership Capacity for Lasting School Improvement, L. Lambert The Continuum of Emerging Teacher Leadership can help educators assess their own leadership actions by helping them identify the skills and understandings critical to teacher leadership, as well as by serving as a supporting framework for conversations related to coaching, mentoring, and professional development. DIRECTIONS: Using a scale of 1-5 (5 indicating high level skills and understanding), rate your personal growth for each of the indicators described below. A. Adult Development Defines self as interdependent with others in Engages colleagues in acting out of a sense the school community, seeking feedback and of self and shared values, forming counsel from others. interdependent learning communities. Engages in personal reflection to improve Evokes reflection in others. Develops and practice. Models improvements for others in supports a culture of self-reflection that the school community. Shares views with may include collaborative planning, peer others and develops an understanding of coaching, action research, and reflective others’ assumptions. writing. Engages in self-evaluation and is highly Enables others to engage in self- introspective. Accepts shared responsibility evaluation and introspection, leading as a natural part of the school community. toward greater individual and shared Does not blame others when things go wrong. responsibility. Consistently shows respect and concern for Encourages others to become respectful, all members of the school community. caring, and trusted members of the school Validates the qualities and opinions of community. Recognizes that the ideas and others. achievements of colleagues are part of an overall goal of collegial empowerment. B. Dialogue Communicates well with individuals and Facilitates effective dialogue among groups in the community as a means to members of the school community in create and sustain relationships and focus on order to build relationships and focus the teaching and learning. Actively participates dialogue on teaching and learning. in dialogue. Asks questions and provides insights that Facilitates communication among reflect an understanding of the need to colleagues by asking provocative questions surface assumptions and address the goals of that lead to productive dialogue. the community.
    • Studies own practice. Knows the most Works with others to construct knowledge current information about teaching and through multiple forms of inquiry, action learning, and uses it to alter teaching research, examination of disaggregated practices. school data, and insights from others and from the outside research community. Responds to situations with open-mindedness Promotes open-mindedness and flexibility and flexibility; welcomes the perspective of in others; invites multiple perspectives others. Alters own assumptions during and interpretations to challenge old dialogue when evidence is persuasive. assumptions and frame new actions. C. Collaboration Actively participates in shared decision Promotes collaborative decision making making. Volunteers to follow through on that meets the diverse needs of the school group decisions. community. Participates actively in team building; seeks Engages colleagues in team-building roles and opportunities to contribute to the activities that develop mutual trust and team. Sees teamwork as central to promote collaborative decision making. community. Acknowledges that problems involve all Engages colleagues in identifying and members of the community. Defines acknowledging problems. Acts with others problems and proposes approaches to address to frame problems and seek resolutions. the situation. Does not consider assigning Anticipates situations that may cause blame to be relevant. recurrent problems. Anticipates and seeks to resolve conflicts. Surfaces, addresses, and mediates conflict Actively tries to channel conflicts into within the school and with parents and problem-solving endeavors. Is not community. Understands that negotiating intimidated by conflict, but does not seek it. conflict is necessary for personal and school change. D. Organizational Change Develops forward-thinking skills for working Provides for and creates opportunities to with others and planning for school engage others in visionary thinking and improvements. Bases future goals on common planning based on common core values. values and vision. Is enthusiastic and actively involved in school Initiates innovative change; motivates and change. Leads by example. Explores draws others into the action for school possibilities and implements changes for both and district improvements. Encourages personal and professional development. other to implement practices that support school-wide learning. Provides follow-up planning and coaching support Appreciates own cultural identity and the Is committed to the value of cultural cultural differences of others. Applies this differences and builds on those values. understanding in the classroom and school. Actively seeks to involve others in designing programs and policies that
    • support a multicultural world. Is concerned for all children in the school Works with colleagues to develop (not just those in own classroom) and their programs and policies that take a holistic future educational performances. view of child development (e.g., multi- grade classrooms, multi-year teacher assignments, parent educations, follow-up studies). Collaborates with, supports, and gives Takes responsibility for the support and feedback to new and student teachers. Often development of systems for new and serves as master teacher. student teachers. Develops collaborative programs between schools, districts, and universities. Is actively involved in setting the criteria for Advocates the development of hiring and selecting new teachers. practices that involve teachers, parents, and students to the schools, district, and teachers’ associations; promotes the hiring of diversity candidates.