Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Geocapabilties: teacher leadership

787 views

Published on

Examining theoretical aspects of teachers as leaders developed as part of the GeoCapabilities teacher training course. The leadership systems and teacher involvement in participative design are considered

Published in: Education
  • Be the first to comment

  • Be the first to like this

Geocapabilties: teacher leadership

  1. 1. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org GeoCapabilities Teacher Leadership
  2. 2. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Teacher Leadership • Teacher leadership is a term for high school classroom educators who take on responsibilities • Teachers are empowered to undertake tasks like managing teaching, learning, and resource allocation • Teacher-leaders increase collaboration with peers Kolderie, T. (2014). The Split Screen Strategy: Improvement + Innovation: How to Get Education Changing the Way Successful Systems Change. Beaver’s Pond Press, Edina, MN. http://www.educationevolving.org/pdf/Book-Innovation-Plus-Improvement.pdf
  3. 3. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Teacher Leadership Leadership roles involve the following domains: • Focus on Learning • Monitoring teaching and learning • Building nested learning communities • Acquiring and allocating resources • Establishing a safe and effective learning environment (Warren, 2015) Warren LL (2015), The Influence of Teacher Leaders in Education Policy Development, Journal of Education and Social Polic, 2(5) 17-20, http://jespnet.com/journals/Vol_2_No_5_December_2015/3.pdf
  4. 4. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Teacher Leadership • Teachers make decisions based on the work they do directly with students and with other teachers Halverson, R; Kelley, C. Shaw, J. (2013). Comprehensive Assessment of Leadership for Learning: Formative Assessment for School-Wide Improvement. Submitted as a conference paper for the 2013 Annual Conference of the University Council for Education Administration.
  5. 5. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leadership Systems (1) Four types of system have been distinguished: 1. Administration Leadership – traditional – educational - administrative staff carries out the majority of the leadership duties. 2. Teacher Networks - professional learning community - community of practice – all teachers collectively take on decision-making roles about curriculum and school - facilitated by and supported by an administrative leader
  6. 6. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leadership Systems (2) 3. Teacher Leaders – teaching leadership - some teachers take on individual leadership roles that directly impact educational practices under the leadership of a school administrator 4. Teacher Co-operative – teacher-powered schools – teacherpreneurs - all teachers collectively take on leadership and administrative tasks that would traditionally be done by an administrative team Halverson, R; Kelley, C. Shaw, J. (2013). Comprehensive Assessment of Leadership for Learning: Formative Assessment for School-Wide Improvement. Submitted as a conference paper for the 2013 Annual Conference of the University Council for Education Administration.
  7. 7. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Leadership Artefacts • Spillane et al. (2004) identify some issues related to daily leadership activity • They confirm ‘designed artefacts’ in leadership practice is very important. • Designed artefacts help in dealing with complex issues. Spillane, J; Halverson, R; Diamond, J. (2004). Towards a Theory of Leadership Practice: a distributed perspective. Journal of Curriculum Studies, 36(1) 3-34, http://ddis.wceruw.org/docs/spillanehalversondiamond2004jcs.pdf
  8. 8. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Collaborative design • Teacher involvement in collaborative design of curriculum is a form of professional development • Based on situatedness, agency and cyclical nature of change (Voogt et al., 2015) • Situatedness - creation of curricular materials used for own classroom practice • Agency - teachers’ voice – expressing ideas • Nature of Learning and Change – cyclical design approach Voogt, J., Laferrière, T., Breuleux, A., Itow, R.C., Hickey, D.T. and McKenney, S., 2015. Collaborative design as a form of professional development. Instructional science, 43(2), pp.259-282, http://link.springer.com/article/10.1007/s11251-014-9340-7/fulltext.html .
  9. 9. Project partners Twycross School http://www.geocapabilities.orghttp://www.geocapabilities.org Participative Designers (Cober et al., 2015) As leaders, teachers are participative designers, they contribute from design to implementation by: • engaging in theoretical discussion • active participation in a design partnership • reflection about pedagogy and practice, and • experimentation in the classroom In an atmosphere of trust and inclusion Cober, R., Tan, E., Slotta, J., So, H.J. and Könings, K.D., 2015. Teachers as participatory designers: Two case studies with technology-enhanced learning environments. Instructional Science, 43(2), pp.203-228, http://tinyurl.com/jcuqxoe

×