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Introduction To Leadership Formatted

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  • Transcript

    • 1. Introduction to Leadership
      • Michigan Mathematics and Science Teacher Leadership Collaborative
    • 2.
      • Teachers are leaders when they function in and contribute to professional learning communities to impact student learning, contribute to school improvement, inspire excellence in practice, and empower stakeholders to participate in educational improvement.
      • November 2006. The Learning Principal. NSCD
    • 3.
      • Are leaders born or developed?
    • 4. Large Group Discussion
      • Activity – Reflecting on our early leadership experiences:
      • What was your earliest leadership position?
    • 5. Discussion on Early Leadership Experiences
      • Reflect on these questions as individuals.
      • What were you doing when you were identified as a leader (or future leader)?
      • Who saw leadership skills in you?
      • Why do you think he or she identified you as a leader?
      • What actions did that person take to share their expectation with you?
    • 6. Discussion (continued)
      • At the beginning what got in your way?
      • How did you handle those challenges?
      • What would have helped you as a beginning leader?
      • Share your reflections with others at your table.
    • 7.
      • How would you answer the initial question now? Why?
          • Are leaders born or developed?
    • 8.
      • Our premise is that leadership is a combination of innate ability and learned knowledge, skills, and attitudes but it starts with knowledge and having good information.
    • 9.
      • “ Leadership and learning are indispensable to each other.”
      • John F. Kennedy
    • 10.
      • We believe that teachers can gain knowledge, learn skills, and adapt attitudes to become productive, energetic, and resourceful teacher leaders.
    • 11. Leadership Development in MMSTLC
      • Teacher Leadership –
      • Identifying and developing teachers to provide leadership in supporting science and mathematics instruction.
      • Building and District Leadership –
      • Supporting principals and other administrators in leading reform and making appropriate decisions around science and mathematics.
    • 12. Leadership Development in MMSTLC (continued)
      • Higher Education Leadership –
      • Engaging science and mathematics faculty in partnerships to support secondary education and enhance understanding of policy and pedagogical issues.
      • Mathematics and Science Center Leadership –
      • Developing capacity to support teacher specialist leaders and high needs schools through partnerships, research, and professional development programs.
    • 13. Collins’ Five Level Leadership Hierarchy (Collins, 2001. Good to Great)
      • Level 5 – Executive Builds enduring greatness through paradoxical combination of personal humility plus professional will
      • Level 4 – Effective Leader Catalyzes commitment to and vigorous pursuit of a clear and compelling vision; stimulates the group to high performance standards
      • Level 3 – Competent Manager Organizes people and resources towards effective and efficient pursuit of predetermined objectives
      • Level 2 – Contributing Team Member Contributes to the achievement of group objectives; works effectively with others in a group setting
      • Level 1 – Highly Capable Individual Makes productive contribution through talent knowledge, skills, and good work habits
    • 14.
      • Teachers will come to us at different levels and leave at different levels.
    • 15. Leadership Resources in MMSTLC
      • Understanding Curriculum, Instruction, and Assessment
      • Understanding Change
      • Understanding Ourselves and Others
            • DiSC Training
      • Professional Development Strategies and Facilitation Skills
    • 16. Leadership Resources in MMSTLC (continued)
      • Grant Writing
      • Professional Organizations
      • Network of Knowledgeable Colleagues
      • Local Team
      • Collaborative Team
    • 17.
      • Comments or Questions