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- 1. Leadership in Action: Collaborative Leadership Framework Debbiesha Smith American College of Education ED5091 Capstone Experience for Advance Studies October 25, 2020TEACHER LEADERSHIP IN ACTION 1
- 2. Collaborative Leadership Framework Teacher Leadership in Action TEACHER LEADERSHIP IN ACTION 2
- 3. Rationale This PowerPoint will guide educators on ways to foster their skills in different setting to help learners effective. The training will outline the different collaborative leadership framework. As it builds strategies for all stakeholders in a learning community. It will improve the learning programs for students, their pedagogy and develop a community of effective collaborative leaders. TEACHER LEADERSHIP IN ACTION 3
- 4. Collaborative Leadership Framework Framework in a learning community. LEADERSHIP IN ACTION 4 Professional Learning Community (PLC) Community of Practice (CoP) Critical Friends Group (CFG)
- 5. Professional Learning Community (PLC) PLC Explanation Dufour (2004), PLC members engaged in an ongoing cycle of continuous improvement, committed to and continuously reaching toward the institutions’ ideal mission and vision. TEACHER LEADERSHIP IN ACTION 5 This Photo by Unknown Author is licensed under CC BY-SA-NC
- 6. Professional Learning Community (PLC) 3 Big Ideas PLC focuses on: LEADERSHIP IN ACTION 6 Learning for all Teamwork Result Driven
- 7. Characteristics of Professional Learning Community Share mission, values, goals and visions Collaborative teams focuses on learning Collective inquiry Action orientation and experimentation Commitment to continuous improvement Results TEACHER LEADERSHIP IN ACTION 7
- 8. The Team Cycle of PLC TEACHER LEADERSHIP IN ACTION 8
- 9. Professional Learning Community Video TEACHER LEADERSHIP IN ACTION 9
- 10. Community of Practice (CoP) Seaman (2008) “different communities explore different commonalities and work in different ways. While no two communities are alike, some tend to take on similar characteristics regarding their structure, operation, and goals. Quite often, the goal of a community is improvement: neighborhood development, public community service, or improvement of practice.” LEADERSHIP IN ACTION 10
- 11. Communities of Practice (CoP) in Different Concepts TEACHER LEADERSHIP IN ACTION 11
- 12. CoP Structural Elements Elements: TEACHER LEADERSHIP IN ACTION 12 Mutual Engagements Joint enterprise Share repertoire According to Wenger (1998), CoP members' negotiation of meanings in practice leads to the development of three structural elements of CoPs: mutual engagement (how and what people do together as part of practice), joint enterprise (a set of problems and topics that they care about), and shared repertoire (the concepts and artifacts that they create).
- 13. Community of Practices Video TEACHER LEADERSHIP IN ACTION 13
- 14. Community of Practices Learning Environment TEACHER LEADERSHIP IN ACTION 14 The communities of practice framework (Lave & Wenger, 1991; Wenger, 1998) puts into place important elements of context and process that support social constructivist learning in a practice environment. The communities of practice framework (Lave & Wenger, 1991; Wenger, 1998) puts into place important elements of context and process that support social constructivist learning in a practice environment.
- 15. Critical Friends Groups (CFG) Video What is CFG TEACHER LEADERSHIP IN ACTION 15
- 16. Critical Friend Groups (CFG) Critical friends listen and ask insightful questions that encourage presenting instructors of those who are seeking guidance, to define and articulate the rational and intended outcome of their work. This technique is called a “turning process,” (Cox 2010). TEACHER LEADERSHIP IN ACTION 16
- 17. Critical Friends Group Characteristics (Ban, 2004) • Focuses on teaching and how to learn students • Consistent and focused • Principal support • Small supportive group Improvement Cycle (Ban, 2004) . TEACHER LEADERSHIP IN ACTION 17 Improvement Cycle Ban (2004) Action Teacher Reflection Feedback Student Achievements
- 18. The Possibilities of Critical Friends Groups Evaluating students work Evaluating teacher work Problem solving Discussing texts Observing peers Setting goals Building teams TEACHER LEADERSHIP IN ACTION 18
- 19. Which Collaborative Framework Works for the Team? Pros Cons PLC-PLCs revolve around collaboration. This collaboration encourages teachers to work together to solve problems and try new things. Through PLCs, teachers learn more about their profession through discussion, trial and error, and data. PLC – Incorrect Implementation CoP – This is an internal collaboration framework. Based on passion and interest. This could be a good starting point. CoP – No Structure/products (Now will we know if there is success) Unclear focus CFG-Primary focus is teaching skills – this could be used to focus on classroom management. CFG- Strick protocol to be follow. Not data driven • Are we data driven • Are we willing to be routinely observe by one another? • Is there a share focus or concern? • Is the focus on improving or teaching? • Will there be protocol for our meeting? TEACHER LEADERSHIP IN ACTION 19
- 20. Summary This presentation is developed to inform educators they are not alone. As an educator, to be successful leaders in what we do in a globalized world, it is vital to work together in unison as a team. Analyzing the educational community of teachers, there is a gap in how teachers communicate, and the school community takes on leadership role. Educators need to collaborate more, work as a team a develop effective strategies that will help leaders identify triggers in the learning method TEACHER LEADERSHIP IN ACTION 20
- 21. Summary Through globalization, the school community is changing and when educators work together, the burden will be lessened. The training is designed too to help new teachers and even older educators to effectively integrate into the educational institution and how to be effective collaborators. This training should help teachers communicate successfully and develop a more effective lesson plan, improve in collaborative strategies for learning outcomes and cultural environment. TEACHER LEADERSHIP IN ACTION 21
- 22. Summary Throughout my period at the American College of Education (ACE), I have learned the importance of effective collaboration and how vital it is as an educator. The learning experience gain helps me to better-implement the training, how to be an effective speaker, reach my students based on the cultural background, and how-to effectively trains the minds of my learners. As the training presentation improve and direct the needs of the learning community. TEACHER LEADERSHIP IN ACTION 22
- 23. Conclusion A community of practice will be our best bet when trying to involve the entire school. All staff has a vested interest in our plan, we just must make this clear to them! Eventually, a Critical Friendship element could be incorporated for specific responses to student behaviors, but we are far from that at this point. The PLC gives reliability in the professional learning community, as it remove faults and reoccurrence and improve the overall aspect of the learning community. TEACHER LEADERSHIP IN ACTION 23
- 24. Question and Answer TEACHER LEADERSHIP IN ACTION 24
- 25. References Cox, E. (2010). Critical friends' groups: Learning experiences for teachers. School Library Monthly, 27(1), 32-34. DuFour, R. (2004). Culture shift doesn’t occur overnight – or without conflict. Journal of Staff Development, 25(4), 63-64. Lave, J., & Wenger, E. (1991). Situated learning. Cambridge, MA: Cambridge University Press. Seaman, M. (2008). Birds of a feather? Communities of practice and knowledge communities. Curriculum and Teaching Dialogue, 10(1 & 2), 269–279. Wenger E. (1998) Communities of Practice: Learning, Meaning and Identity., Cambridge: Cambridge University press. http://plcresource.weebly.com/plc-cycle.html https://www.slideshare.net/DebbieshaSmith/capstone-original-contribution-debbiesha-smith TEACHER LEADERSHIP IN ACTION 25
- 26. Video Reference Creating Communities of Practice Long Version (2016). You-Tube. Retrieve from https://www.youtube.com/watch?v=jJQDY-qdatU Critical Friends Group Promotional Video (2009). You - Tube. Retrieve from https://www.youtube.com/watch?v=YJi5qxy2vDc Professional Leaning Community (2019). PLC – YouTube. Retrieve from https://www.youtube.com/watch?v=r--tAcsrI48 TEACHER LEADERSHIP IN ACTION 26
Editor's Notes
- The learning community will better understand the effectiveness of collaborative learning and sharing ideas with each other. This task will help to increase professional and personal development strategies.
- This video give an overview of the Professional Learning Community (PLC). The group is familiar with the PLC, it will improve the newer members of the group how learning will improve the students life and the overall institution.
- According to Wenger (1998), communities of practice provide five critical functions. They: Educate by collecting and sharing information related to questions and issues of practice. Support by organizing interactions and collaboration among members of the group.
- The teacher work together to develop a teaching instructional strategy to help develop their practice. As its shows students how to learn the content or develop the skills need to acquire. The method provides clear strategies to help them process, remember, and express the information they learn. The group woks together to share expertise and their passion for joint enterprise. The group discussed how they can share ideas with each other to build a better institution.
- This video is an introduction to what is CFG and how it applies to individual learning.
- The critical friends’ groups meet and discussed the complexity of teaching. The group acknowledge the task ahead and provides structures for new teacher that will improve their teaching strategies by giving and receiving feedback. The team working together will improve the daily learning of all their students, as it is crucial to the success of the friend’s groups. The group also discussed training for groups that will be returning to schools, as the group joined additional colleagues in forming critical friends’ groups. Each group will meet to examine their professional skills, students work and the teaching methods.
- Critical Friends Groups have many possibilities for productive teacher work and improvement. I can see this model fitting right into our current PLCs. I am going to discuss this model with my PLC and offer this process to our team. I think allowing teachers to identify their own areas of need, and to become vulnerable with teachers they trust and gather honest feedback can be so powerful for our students.
- The team looks at the different pros and cons of the collaborative framework, as these answers will help the teachers choose the best framework for the team. The group will also use the question to help the team make constructive decisions to improve the overall guidelines. The team mission also is to focus on improving new teacher, training individuals and older teacher in the process to become more technological savvy. This measure is taken because of the change of the current school system because of the pandemic.