(May 31) CREATING SCHOOLS OF CHARACTER: 11 Principles for Accreditation
Successfully Integrate Leadership as an ELL Educator
1. Ms. Surinder Kaur
SIG Graduate Student Representative
Rowan University
Science Teacher/ ELL Chairperson
Camden City School District
TESOL Educators: Ways to Successfully
Integrate Leadership
5. Types of Leadership Styles
— Authoritarian Leadership (Autocratic)
— Participative Leadership (Democratic)
— Delegative Leadership (Laissez- fair)
— Situational Leadership
— The situation
— The capacity of the followers
— The capacity of the leader
6. Leadership Style Test
— Leadership Styles
— Pyschtest- Test Yourself
— What Sort of Leader are You?
— What's your leadership style?
— Leadership Legacy Assessment Test
— Leadership IQ
7. 5 Steps to ELL Advocacy
1) Isolate the issue
2) Identify your allies
1) Foster relationships
2) Listen to opposing views
3) Be clear on the rights of ELL Students (Bilingual Code, ELL
Parent Civil Rights)
4) Organize and educate others (Local community, NJEA, AFT,
NJTESOL/NJBE, etc)
5) Identify your outlets for change.
1) What can I do in my classroom, school, district, community?
2) How can I collaborate with other non-school-based communities?
8. Road Map for how to best
support ELLs and their teachers
1. An opportunity for change
2. It takes a team
3. Adding more roles but not more
leaders
4. A model for stronger leadership
9. 1) An opportunity for change
— Look for a better way to lead
— There is no substitute for a well-
designed school leadership model—one
that distributes end-to-end
responsibility for improving teaching
and learning.
17. Teacher Leader
— Teacher leaders are advocates for the teaching
profession and student learning.
— They are leaders in the classroom
— They help improve teacher practice, such as
mentors, members of the school improvement panel
and professional development coordinators.
— NJEA Teacher Leader Endorsement Law
— Teacher Impact Grants via USDOE, ASCD, NBPTS
18. Teacher Leadership is
supported in ESSA
— P. 319, lines 17-21: "providing training and support for teacher leaders
and principals or other school leaders who are recruited as part of
instructional leadership teams."
— P. 333, lines 11-17: "A description of the local educational agency's
systems of professional growth and improvement, such as induction
for teachers, principals, or other school leaders and opportunities for
building the capacity of teachers and opportunities to develop
meaningful teacher leadership."
— P. 350, lines 15-18: "successful fulfillment of additional responsibilities
or job functions, such as teacher leadership roles"
— P. 356-357, lines 21-25 and 1-3: "authority to make staffing decisions
that meet the needs of the school, such as building an instructional
leadership team that includes teacher leaders or offering
opportunities for teams or pairs of effective teachers or candidates to
teach or to start teaching in high-need schools together."
21. Professional Learning
Communities
— School and District educators (Bilingual/ESL/Gen-Ed/Sp-Ed)
— SIOP Training for gen-ed teachers
— PD for district and school based leadership team
— Local NJTESOL/NJBE county chapter
— NJTESOL/NJBE Listserv
— NJDOE Bureau of Bilingual/ESL Education
— USDOE- Office of English Language Acquisition
— Linkedin professional groups
— Twitter chats #ELLChat #EdChat
22. Reference:
— Bierly, C., Doyle, B., & Smith, A. (2016, January 14).
Transforming Schools: How Distributed Leadership
Can Create More High-Performing Schools - Bain
Brief - Bain & Company. Retrieved from
http://www.bain.com/publications/articles/
transforming-schools.aspx
— Northouse, P.G. (2012). Introduction to Leadership:
Concepts and Practice [2nd ed.] Thousand Oaks: SAGE
Publications, Inc.
