Initial Question "Leadership" Please respond to the following: Examine the concept of participatory leadership. Propose three ways to engage in participatory leadership. Evaluate three specific qualities of your leadership style. Examine why you feel comfortable with that approach to leadership. Peer Response: Participatory Leadership practices help shape the future of education in terms of possibilities and opportunities. Participatory Leadership practices and theories help us reflect on the pitfalls of oppositional talking or debating and the creative power of true dialogue.  There are many ways to engage in participatory leadership (Schlechty, 2009). First participatory leadership it enables us to work with large groups using relatively minimal resources and generate meaningful information to inform evaluation design and practice. It can bring tremendous strengths to our evaluation practices as it incorporates skills to engage groups and communities in an inspiring way around what to do with the current struggles of our educational system. Second engagement is team building through collaborative efforts. The leader guides his team to produce an enterprise that is a result of group accomplish (Schlechty, 2009). To do this, he must meld a mix of diverse workers with sometimes conflicting ideas and methods. Final way to engage in participatory leadership is by engaging with other by allowing the input of suggestions of others. Participatory leadership is not a goal. It is a strategy for achieving a goal efficient delivery of quality goods and services by unlocking the human capital within the organization (ARCHIVE, 1990). My leadership style is forever transforming to fit the needs of students, educators, and team members. Three qualities of my leadership style are a commitment, strategically focused, and, dependence on God. It is critically important that you be able to paint a vivid picture of where your group or organization is headed. In the end, you should use the vision to motivate and guide action. Make your vision a shared one with your group. I feel comfortable with my approach to leadership because it sets the tone and approach for my organization. Great leaders are aware of their own style and make the effort to learn how their style comes across to their team. They learn to flex their leadership style to individual team members so that they communicate and behave in ways that motivate and inspire. My leadership style stands forever transforming to fit the needs of students, educators, and team members. Initial Question 2 "Changes in Schools" Please respond to the following: From the e-Activity, select two of the eight roles that you believe to be the most challenging to adopt. Analyze why it is difficult for schools to adopt each of these roles and provide one suggestion to facilitate the adoption of each role. Create your own definition of effective teacher leadership. Propose three ways that effective tea ...

1. Initial Question
"Leadership"
Please respond to the following:
Examine the concept of participatory leadership. Propose three
ways to engage in participatory leadership.
Evaluate three specific qualities of your leadership style.
Examine why you feel comfortable with that approach to
leadership.
Peer Response:
Participatory Leadership practices help shape the future of
education in terms of possibilities and opportunities.
Participatory Leadership practices and theories help us reflect
on the pitfalls of oppositional talking or debating and the
creative power of true dialogue. There are many ways to
engage in participatory leadership (Schlechty, 2009). First
participatory leadership it enables us to work with large groups
using relatively minimal resources and generate meaningful
information to inform evaluation design and practice. It can
bring tremendous strengths to our evaluation practices as it
incorporates skills to engage groups and communities in an
inspiring way around what to do with the current struggles of
our educational system. Second engagement is team building
through collaborative efforts. The leader guides his team to

2. produce an enterprise that is a result of group accomplish
(Schlechty, 2009). To do this, he must meld a mix of diverse
workers with sometimes conflicting ideas and methods. Final
way to engage in participatory leadership is by engaging with
other by allowing the input of suggestions of others.
Participatory leadership is not a goal. It is a strategy for
achieving a goal efficient delivery of quality goods and services
by unlocking the human capital within the
organization (ARCHIVE, 1990).
My leadership style is forever transforming to fit the needs of
students, educators, and team members. Three qualities of my
leadership style are a commitment, strategically focused, and,
dependence on God. It is critically important that you be able to
paint a vivid picture of where your group or organization is
headed. In the end, you should use the vision to motivate and
guide action. Make your vision a shared one with your group. I
feel comfortable with my approach to leadership because it sets
the tone and approach for my organization. Great leaders are
aware of their own style and make the effort to learn how their
style comes across to their team. They learn to flex their
leadership style to individual team members so that they
communicate and behave in ways that motivate and inspire. My
leadership style stands forever transforming to fit the needs of
students, educators, and team members.
Initial Question 2
"Changes in Schools"
Please respond to the following:

3. From the e-Activity, select two of the eight roles that you
believe to be the most challenging to adopt. Analyze why it is
difficult for schools to adopt each of these roles and provide
one suggestion to facilitate the adoption of each role.
Create your own definition of effective teacher leadership.
Propose three ways that effective teacher leadership can lead to
positive change in your work environment.
Peer Response 2
The superintendent causes the system to think and act
strategically—knowing how and when to deploy resources
(time, people, space, information, and technology).
The superintendent builds system capacity so that schools can
start and sustain change efforts.
From the article this week, above I picked to challenging
implementations I think would be difficult for us to adopt. It
has to do with the superintendent because I find that is one area
that can get muffled a lot. I feel that at times, we are not given
the true space, voice and choice, and support to really flex our
professional muscles. At the school level, I think that our
principal does a great job, with trying to take the resources that
he is given and make sure that we are given this type of space,
but if it was up to the district I do not think this would even be
a concern to them.
Teacher leadership, to me is evident in the form of Professional

4. learning communities. This is something that I in my school
facilitate as a leader. If I had to choose five attributes of a PLC
(professional learning community) they would be that PLCs:
“ensure student learning”, are “systematic and school wide”,
embody “culture of collaboration”, “focus on results”, and take
“hard work and commitment” from a dedicated team (DuFour,
2004). All of these attributes cover the large scope of PLCs and
when implemented correctly, describes what schools can
achieve.
PLCs use data driven by results in order to remediate
and target direct instruction. DuFour stated that “the [PLC]
model flows from the assumption that the core mission of
formal education is not simply to ensure that students are taught
but to ensure that they learn” (2004). The focus of PLCs is on
learning rather than teaching. PLCs “ensure that students learn”
which is one of the attributes. DuFour discusses 3 critical
questions that drives PLCs: “what do we want each student to
learn, how will we know when each student has learned it, how
will we respond when a student experiences difficulty in
learning?” (2004). Teachers respond differently to remediation;
some responses neglect the needs of either proficient students or
not so proficient students. Other teachers spend time before or
after school remediating with students. DuFour (2004)
concludes that a school that is “systematic and schoolwide”
provides “timely” support for students, intervention that is not
based on remediation but “provides students with help as soon
as they experience difficulty”. “Systematic” PLCs provides
directive time for students to “devote extra time and receive
additional assistance until they have mastered the necessary
concepts” (DuFour, 2004).
PLCs foster a “culture of collaboration”. PLCS do not
work effectively if it is not given the adequate time for
collaboration between teachers. Provini (2015) states that
“PLCs work best when schools have a culture that supports

5. collaboration”. Provini goes on to state that “PLCs enable
teachers to continually learn from one another via shared
visioning and planning, as well as in depth critical examination
of what does or doesn’t work to enhance student achievement”.
Collaboration should not just stop at the classroom door.
Collaboration should not only embody discussions of the social
climate of the school, duties between faculties (hallway
monitor, lunch duty, bus duty, etc.), or even discipline efforts.
DuFour states that “the powerful collaboration that
characterizes professional learning communities is a systematic
process in which teachers work together to analyze and improve
their classroom practices” (2004).
DuFour, (2004) states that “PLCs judge their
effectiveness on the basis of results”. Provini discusses the
steps of PLCs by stating “prior to beginning the process
teachers review student achievement data to identify a specific
standard or standards on which many students are not meeting
the goal” (2015). During these meetings the group of teachers
discuss learning targets and how they should implement them
into the lesson, which then creates data driven instruction.
The last attribute of PLCs is “hard work and
commitment“(DuFour, 2004). Provini states that “PLCs
emphasize teacher leadership, along with their active
involvement and deep commitment to school improvement
efforts; PLCs therefore benefit teachers just as much as they do
students” (2015). The PLC paradigm is a lot of hard work. Any
grand plan is and requires dedication. PLCs “[articulate] a clear,
specific and compelling vision” and require “staff members who
are personally invested in them” (Provini, 2015).
PLCs are designed to focus on student’s perspective of
learning rather than, teaching. Data gives PLC members
information that guides lessons creating opportunities for direct
instruction. Remediation then is not left to only summer school

6. option, but can be implemented during the school year at a
specific systematic time. PLCs bring a lot to the school
community and helps raise the bar of learning.