UNDERSTANDING TEACHER LEADERSHIP

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3) Procedure for activity:
   • Explain that the purpose of the following activity is to construct a      5 minutes
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Detailed Agenda Understanding Teacher Leadership Formatted

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Detailed Agenda Understanding Teacher Leadership Formatted

  1. 1. UNDERSTANDING TEACHER LEADERSHIP Whos Activity Materials / Procedure Time e Job General Materials Purpose / Audience • Blue tape • Purpose: Help participants gain an understanding of the nature of teacher leadership • Audience: MSC Representatives, STEM, & LEA (would also be appropriate Teacher Leaders) Understanding Teacher Leadership Materials: 45 minutes • 8 ½ x 11” cards with quotes about teacher leadership (select about one- third the number of statements as participants). Handouts: • Reflection sheet: Reflection on Teacher Leadership Activities 1) Have quotes posted around the room. Advance Preparation 2) Introduce activity using the talking points below. (For sample comments see attached “Script for Teacher Leadership Activity”.) 5 minutes • There is a need for infusion of new blood into leadership • Teacher leadership is not well defined • Every teacher’s situation is different • Teachers far exceed the expectations held for them
  2. 2. 3) Procedure for activity: • Explain that the purpose of the following activity is to construct a 5 minutes working definition of teacher leadership • When ready to begin, ask participants to walk around the room and 10 minutes read the statements on the walls. Invite them to choose one statement that attracts them and to stand or sit near that statement. • After everyone has selected a statement, ask those who have selected a particular statement to introduce themselves to one another and to discuss the following questions: a. Why did you select this statement? (What about it attracted you?) b. What does this statement have to do with your work? (NOTE: If someone is alone at a station in the room, invite her or him to make a second choice and join a group.) • After about 10 minutes, invite each group to report briefly on the 15 minutes group members’ discussions about the teacher leadership statement. • If time permits, invite participants to read aloud the statements about teacher leadership that were not selected by anyone and ask: a. What about these statements did not appeal to you? b. Do you think the statements do not represent teacher leadership or were they simply not as appealing as the statement that you selected? 4) Reflection • Allow time for participants to reflect (individually or as teams) using 10 minutes “Reflection on Teacher Leadership” handout. • Begin work on definition of teacher leadership.

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