Teachers have a powerful role in the classroom and larger school

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Mertler, C. A. (2017).
Action research: Improving schools and empowering educators
(5th ed.). Sage Publications.

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n my work as a teacher educator over the past twenty years, the preparation of teacher leaders has been a guiding force (Phelps 1994). Informal surveys of my teacher candidates reveal that most intend to become leaders in their schools. Yet, achieving this goal involves more than a targeted outcome and willing participants. Helping teachers become leaders requires not only a desire to meet the challenge but also a definite plan. In this article, I present a model for shaping teacher leaders. Teacher educators, school administrators, and current teacher leaders can apply this tool to different work settings as they help more teachers to become leaders. Defining a Vision Before teachers can adopt leadership as a possibil- ity, they must understand its meaning. Definitions of leadership abound; however, sometimes the simplest is best. In this case, Barth’s (2001) view of leadership as “making happen what you believe in” is ideal (85). By removing job position from the picture, this defini- tion suggests that anyone can be a leader. As Daniel- son (2006) indicates, teacher leaders are not typically appointed to a designated position, yet they comple- ment administrative leaders. Implicit also in this leadership viewpoint is knowing what one believes or espousing a vision and understanding how to achieve that vision. Having a vision is an essential building block for teacher leadership (Barth 2001). At the preservice level teacher candidates should articulate their beliefs as part of professional education coursework and field experiences through journal entries and other reflective activities. Administrators and mentor teachers can assist beginning and veteran teachers with the refinement of their belief systems, going beyond the oft-touted “all students can learn” mantra. Time at faculty meetings can be devoted to sharing diverse beliefs about teaching and learning and discussing how teachers’ beliefs influence classroom practices. Administrators can encourage teachers to post vision statements on their Web sites and their classroom walls as well as include such statements on course materials provided to students and parents. Here is a teacher’s sample vision: This school and my classroom should be a community of students and teachers who feel safe enough to make mistakes, to share insights, and to take risks. The primary goal of the learning environment should be to engage teachers and learners in the process of thinking. In creating this environment, careful planning and posi- tive relationships are essential elements. Because model- ing makes a difference in learning, I will strive to uphold high standards and expectations and to develop better problem-solving skills. Helping Teachers Become Leaders PATRICIA H. PHELPS Patricia H. Phelps, EdD, is a professor in the Department of Teaching, Learning, and Technology at the University of Central Arkansas, Conway. Copyright © 2008 Held.

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EDU 5200, Building Professional and Community Relationships 1 Course Learning Outcomes for Unit II Upon completion of this unit, students should be able to: 1. Analyze issues within their local communities 1.1 Investigate and uncover general issues impacting education within the educational setting and the larger community. 4. Construct systemic steps to help individuals adapt to change. 4.1 Discuss ways you can accommodate the needs of your staff and faculty during the process of change. Course/Unit Learning Outcomes Learning Activity 1.1 Unit Lesson Chapter 5, pp. 74–88 Unit II Compare/Contrast Essay 4.1 Unit Lesson Chapter 6, pp. 90–102 Unit II Essay Required Unit Resources Chapter 5: Building Relationships With Your Internal Publics, pp. 74–88 Chapter 6: Embracing Your External Publics, pp. 90–102 Unit Lesson What will it look like? That is a tough question. Let’s not put the cart before the horse. Take a step back for a moment. In Unit I, we brought into the conversation research by Glickman, Fullan, Epstein et al., Sergiovanni, and your textbook author, Fiore. In Unit II, we will explore three huge topics: change, motivation, and process. One of the constants in education is change. We are all products of our environment and upbringing. Those who have gone before us have impacted who we are and how we view the world. The transformation is a slow process. When we view systems holistically, we can see the changes that have taken place, and, more often than not, we can trace the steps that took place to get us to this point in time. Despite everyone understanding that change takes place, this does not imply we like the change process. The vast majority of us resist change. Later in this unit lesson, we will discuss the start of a process to build relationships internally and externally. The key to this process and the acceptance of change is keeping it simple. Henry W adsworth Longfellow (as cited in Mycoskie, 2011) stated, “In character, in manner, in style, in all things, the supreme excellence is simplicity” (p. 97). With Longfellow’s comments tucked away in our brain, we will seek simplicity encased in quality as we move forward as teacher leaders. UNIT II STUDY GUIDE What Will It Look Like? EDU 5200, Building Professional and Community Relationships 2 UNIT x STUDY GUIDE Title Let’s start with some assumptions. Let’s assume “most schools and classrooms operated on the reward or punishment model, and use stimulus-response, behavior modification, or assertive discipline techniques” (Sullo, 2007, p. 5). For over a century and a half, many educators have (and some still do) assumed human behavior is a result of some environmental factors, and most of those are out of our control as educators. If that were the case, then educators could count on extrinsic rewards to get learners, regardless of age, to comply. Veteran educators and admi ...

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Week 3 - Discussion 1 ESE633: Collaborative Relationships & Transition Be a Morale Booster by Being a Leader! This discussion is your opportunity to demonstrate mastery of the objective analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery . The discussion represents your mastery of the Course Learning Outcomes 1 & 2. Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments. While it is clear that co-teaching is not the most popular method of instructional delivery for all teachers, viewpoints have been made clear and with good reasoning for use of this method. To prepare for this discussion, it is recommended you review Co-Teaching in Inclusive Classrooms: The Pros and Cons , where the author concisely lists each point of view and teaching suggestions related thereto. You will see that co-teaching has many benefits from reviewing that resource in conjunction with your reading of the opening the “Voices from the Field” provided as an introduction to chapter seven in the Murawski and Spencer (2011) textbook for our course. Initial Post - Imagine you are in a Professional Learning Community that promotes inclusive education and co-teaching. Imagine further that your principal has asked your group to talk with the faculty about the inclusive initiative and boosting teacher morale. Using the first initial of your last name as a guide, select a concern below about co-teaching. In your response, explain why the teacher may have felt that way and describe how collaborative efforts between the two teachers could have proceeded differently. If you last name begins with the letters A – M: You will address the concerns of the special educator in the co-teaching environment when you hear statements such as: “Sure, I’ve co-taught before. I hated it. All I did was walk around the room and check that my students had their homework or paid attention. I was a glorified aide, at the mercy of whatever the general education teacher wanted me to do” (Murawski & Spencer, 2011, p. 93). Week 3 - Discussion 2 When to Collaborate and When to Co-Teach? This discussion is your opportunity to demonstrate mastery of the obj.

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Mesosystem Case Study Discussion You will again analyze a case study in this discussion. This time, address the issues of Case 4, "Lunchtime at Sunnydale Elementary School" (Weiss et al., pp. 42–49). After reading the case, use the following questions to guide your discussion:Case study is attached below. How are parents encouraged and supported to participate in school decision making? How can better coordination be achieved between families and the school? How does the school support varying cultural beliefs in day-to-day practices and in decision making groups? In what ways are linguistic and ethnic differences addressed? Analyze opportunities for improvement in these areas and make suggestions for the most appropriate practices. Use examples from the case study and other appropriate reading to support your responses. Discussion 2 Leadership Roles After watching the video Fly, Fly, Go Away, discuss how you, as a teacher, can take a leadership role to address the situation presented. As an administrator, how can you mentor teachers to lead in situations like this? .

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Week 6 - Discussion 1 Learning Reflection In this discussion, you have an opportunity to consider your learning from this course and engage in final conversation about the course with the instructor and other class peers. In the 1960’s, Bruce Tuckman related a model for group dynamics that suggested groups transition similarly along a continuum of activity for optimal functioning. These transitions were labeled Storming, Norming, Performing, and Adjourning . When we first entered our class together six weeks ago, we began Storming and Norming as a class. Throughout the course we have been Performing, and now we are in our moment of Adjourning. Though some of you may have opportunities for classes with peers in the future, this week marks the end of our unique opportunity as a group. Therefore, it is an effective time to reflect and debrief from our learning as we prepare for the next steps in our educational journeys. Initial Post – Post a response that addresses each of the following areas: Construct a list of the top three concepts, skills, resources, and so forth that you have gained in this course and that are most relevant to your life. These could be knowledge, skills, or attitudes related to the course topic, related to your abilities as a graduate student, or other relevant learning for you professionally that has come from this course experience. Include a brief description of each item in your list. List three concepts, skills, resources, and so forth that you are still curious about now that the course is nearly completed. Describe how you plan to acquire learning with items on your list. Reflect in no more than one paragraph about the most memorable challenge you experienced during his course and most memorable success. The challenges and successes may be related to your coursework, study experiences, or interactions with peers and the instructor. They might also be something more personal, such as an application of new concepts/knowledge or skills in your work environment or life generally. State which class you are taking next and explain in no more than a paragraph how you envision this course relates to that next course in the scheme of your total program learning experience. ( my next class is EDU 695 MAED Capstone ) Week 6 Discussion Guidance Discussion 1 This discussion, “Learning Reflection”, focuses on the “forming, storming, norming, performing, and adjourning” model design for teamwork by Bruce Tuckeman in his article Developmental Sequence in Small Groups . (as cited in Team Formation, 2014). In the “Forming” stage, each person in the team is establishing a role determined by strengths, personality traits, and group dynamics. In the next stage, members begin “storming” against what was established in the forming stage, creating conflict situations as the ‘honeymoon’ behavior wears off and working style differences infer with collaborative efforts. If teams are able to work through their “storming” .

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Being an instructional leader

Keith Pruitt

Murnane, K.P.B.A.C. J. (2020). Data Wise, Revised and Expanded Edition. [VitalSource Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781612505237/ 5 EXAMINING INSTRUCTION Elizabeth A. City, Melissa Kagle, and Mark B. Teoh FRANKLIN MATH DEPARTMENT HEAD MALLORY GOLDEN BEGAN THE MEETING BY acknowledging the department’s work: “Well, we’ve made a lot of progress so far. We’ve decided that our learner-centered problem is that students are not able to solve multistep problems very well. Now, our next step is to understand why they’re having so much trouble with multistep problems.” “Are we really going to talk about this for another meeting?” interrupted Eddie. “All we do is talk. Students are going to fail the state test again while we sit around and talk.” “I hear you,” replied Mallory. “But my question is, what’s happening—or not happening— in our teaching that’s leading our students to struggle with multistep problems?” “Look, it’s not as if we haven’t taught multistep problems,” responded Eddie. “They’re in every book I’ve used, not to mention on the state test. It would help if kids would do their homework and come prepared to class, but I don’t see that happening anytime soon, so I’ll give them more multistep problems to work on in class.” Educators are constantly solving problems. These problems range from simple (a student doesn’t have a pencil) to complex (a student doesn’t understand an assignment or two students aren’t getting along). To manage the steady stream of problems, we tend to leap to solutions. However, many of the problems we face are too complicated for us to solve quickly on our own. The learner-centered problem you have articulated by digging into data is a complicated problem—if it were an https://bookshelf.vitalsource.com/#/books/9781612505237/ easy one, you would have solved it by now. To solve it, you need to understand its teaching dimensions as well. While many factors outside of school influence children’s learning, these are outside the reach of most teachers. What educators can control is teaching. Teaching, therefore, will be the focus of the action plan. You need a process that allows teachers to take responsibility for solving the problem, instead of backing away from it because they feel it’s not their problem, or that they can’t do anything about it anyway, or that they’re being blamed for it. To do this, you reframe the learner-centered problem as a “problem of practice” that, if solved, will mean progress toward your larger goals for students.1 The problem of practice is: Directly related to the learner-centered problem Based on evidence found when examining instruction Within the school’s control https://jigsaw.vitalsource.com/books/9781612505237/epub/ops/xhtml/notes.html#ch05fn1 A statement about practice, not a question Specific and small Not only does identifying the problem of practice lay important groundwork for future action, it also saves time. Even though.

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please no plagiarism our class uses Turnitin You are expected to pr.docx

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Please know that the score is just a ball-park and doesn't represent a grade that would be equivalent to a final paper. I suggest reviewing this as well as the prompt / student samples again. Hi, this has potential -- the evidence is apparent. Remember this is Summary, not….lists, and it must be clear where the evidence is from via source attribution. company name / job -- title? source? I have not idea where this evidence is from oh, boy - -this is way off. making a list is not part of the assignment / summary is with source attribution I don't mind a table or chart but where is it from and what is the purpose of it. I'm not seeing a government source Field Research Project ORIGINALITY REPORT 12% SIMILARITY INDEX 5% INTERNET SOURCES 0% PUBLICATIONS 9% STUDENT PAPERS PRIMARY SOURCES ( 1 ) ( 3 )Submitted to Florida International University Student Paper % www.l3harris.com ( 2 ) ( 3 ) ( 3 ) ( 2 % )Internet Source % Submitted to Embry Riddle Aeronautical University ( 1 )Student Paper Submitted to Florida Institute of Technology ( 4 )Student Paper % www.electricalengineer.com ( 5 ) ( 1 )Internet Source % www.wsj.com ( 6 ) ( 7 ) ( 1 ) ( 1 % )Internet Source % Submitted to Southern State Community College Student Paper Exclude quotes On Exclude bibliography On Exclude matches < 5 words Field Research Project GRADEMARK REPORT FINAL GRADE 8/10 GENERAL COMMENTS Instructor PAGE 1 Text Comment. Please know that the score is just a ball-park and doesn't represent a grade that would be equivalent to a final paper. I suggest reviewing this as well as the prompt / student examples again. Text Comment. Eisa, this has potential -- the evidence is apparent. Remember this is summary, not...lists, and it must be clear where the evidence is from via source attribution. PAGE 2 Text Comment. company name / job -- title? Text Comment. source? Text Comment. I have not idea where this evidence is from Text Comment. oh, boy - -this is way off. making a list is not part of the assignment / summary is with source attribution PAGE 3 Text Comment. I don't mind a table or chart but where is it from and what is the purpose of it. PAGE 4 PAGE 5 PAGE 6 Text Comment. I'm not seeing a government source PAGE 7 RUBRIC: 305 REVISED RESEARCH RESEARCH (30%) 0 / 100 0 / 100 Level of sources' quality, relevance & usefulness in helping to target future resume, and cover letter or graduate school statement. AMAZING (100) EXCELLENT (95) PRETTY GOOD (90) GOOD (85) BETTER THAN ADEQUATE (80) ADEQUATE (75) MUCH REVISION NEEDED (70) INADEQUATE (65) NO PASSION (60) DOCUMENTATION (30%) 0 / 100 Level of proficiency in providing accurate & consistent quote and reference attribution, both within written text and in source listing at end. AMAZING (100) EXCELLENT (95) PRETTY GOOD (90) GOOD (85) BETTER THAN ADEQUATE (80) ADEQUATE (75) MUCH REV.

Please know that the score is just a ball-park and d.docx

cherry686017

Please note that the Reflections must have: 1. MLA format-look up the link if you are not sure 2. Single spaced the entire assignment or page 3. One page only 4. Times New Roman, font 12 5. Quotations with page numbers 6. Point and Explanations do not have the author's name in it. Be careful. I will deduct a point for each error. If you don't single space your writing, I will not read it. .

Please note that the Reflections must have 1. MLA format-.docx

cherry686017

Please make sure you talk about the following (IMO)internati.docx

cherry686017

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