Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Educational Leadership and the University of Guyana: A Critical Look Premier Publishers
In recent decades, Educational Leadership has been receiving considerable attention from all interested parties and education stakeholders within the educational landscape. Educational institutions around the world have been carrying out research endeavours in order to boost leadership and leadership practice and improve didactic efforts in those educational establishments. Considering the afore-mentioned, this critique paper, which also is a review paper, examines issues in Educational Leadership in the context of the University of Guyana (the only national university in Guyana, South America). This critique paper is the first of its kind to be written about this University. It takes a critical look at the governance and institutional culture of the University. Attention is paid to Educational Leadership and what it entails. The issues discussed, with specific reference to the above-mentioned higher education institution, are the University’s Aim, Mission and Vision in the changing context of Educational Leadership; Shared Leadership; Pedagogic Leadership; Transformational Leadership; Ethical Leadership; Professional Development; Professional Learning Community, and Quality Education. The review highlights that the different kinds of Educational Leadership practices and activities at the University of Guyana are not as effective as they ought to be, and this is causing the institution to not live up fully to its mandate. It is emphasised and recommended that effective Educational Leadership has to be the nucleus of its educational practices if the University of Guyana is expected to provide cutting-edge, high-quality 21st century pedagogy.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Educational Leadership and the University of Guyana: A Critical Look Premier Publishers
In recent decades, Educational Leadership has been receiving considerable attention from all interested parties and education stakeholders within the educational landscape. Educational institutions around the world have been carrying out research endeavours in order to boost leadership and leadership practice and improve didactic efforts in those educational establishments. Considering the afore-mentioned, this critique paper, which also is a review paper, examines issues in Educational Leadership in the context of the University of Guyana (the only national university in Guyana, South America). This critique paper is the first of its kind to be written about this University. It takes a critical look at the governance and institutional culture of the University. Attention is paid to Educational Leadership and what it entails. The issues discussed, with specific reference to the above-mentioned higher education institution, are the University’s Aim, Mission and Vision in the changing context of Educational Leadership; Shared Leadership; Pedagogic Leadership; Transformational Leadership; Ethical Leadership; Professional Development; Professional Learning Community, and Quality Education. The review highlights that the different kinds of Educational Leadership practices and activities at the University of Guyana are not as effective as they ought to be, and this is causing the institution to not live up fully to its mandate. It is emphasised and recommended that effective Educational Leadership has to be the nucleus of its educational practices if the University of Guyana is expected to provide cutting-edge, high-quality 21st century pedagogy.
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
IntroductionThe purpose of writing this research is to know .docxBHANU281672
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teach?
How important do you think the professional development plan is ...
the impact of the professional development plan on teachers in KSA.docxkailynochseu
the impact of the professional development plan on teachers in KSA
Introduction
The purpose of writing this research is to know the impact of a professional development plan on teachers’ improvement in the KSA. In fact, a professional development plan for teacher in the KSA is one of the main problems that faces education there. To improve the education, we should improve teachers to drive the wheel of education toward the best. Teachers should be learners always to develop their abilities, expand their horizons of knowledge, and diversifies their methods. In addition, the evolution and improvement of education after teacher training and development periodically and the impact on education outcomes the KSA is one of the reasons for creating the Continuing professional development program(CPDP) in the KSA to make sure that teachers get benefits and success using new education method. (
عبيد
, 2008).
A teacher is the most significant point in education because that educators have to improve teacher’s role and develop it but, before that they should believe in how greatness their role in the society. A teacher should take continuing training to make sure that s/he gets the benefits of training. Training should have a new professional styles for teaching and education (
النجادى
, 2001).
Educators know the important impact of teachers on the students for that they always search for the new method to qualify teachers. When teachers get a best training and qualifying that means the education objectives will be achieved (
النجادى
, 2001).
History of the professional development plans in the KSA:
In 1954, the professional development (PD) plans in the KSA started, but it was not for all the areas in the KSA. Some 1025 teachers benefited from the PD. Every time, the PD lasted 1 – 3 weeks, and it was given during the summer time. (
General Directorate of Training and Scholarship, 2002).
from 1955 to1973, the Ministry of Education designed the professional development plans in many subjects to provide teachers with their subject’s materials, but the programs still in some areas not for the whole country (General
Directorate of Training and Scholarship, 2002).
In 1974, the general directorate for training and scholarship was established, so the professional development plans have become one of the task the GDTS.
In 1997, the teachers were increased. In addition, there was not training in all the KSA areas the GDTS built centers for the professional development plans to provide as many as they can of teachers by the professional development plans (
General Directorate of Training and Scholarship,2002).
In 2006, the MOH used KING ABDULLAH PROJECT’s to develop education and teachers as the most important part of education. The program is developing until now
(KAAPEDP, 2010).
Questions
I have asked some questions for teachers,
Do you know what is the professional development plan?
where do you work?
What do you teac.
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Dr. Lisa D. Hobson, Prairie View A&M Universityguest3c8a16c
Dr. Lisa D. Hobton, Prairie View A&M University, PhD Program in Educational Leadership, national refereed article published in the National FORUM of Educational Administration and Supervision Journal, 27(2) 2010.
Dr. William Allan Kritsonis, Editor-in-Chief
National FORUM Journals
17603 Bending Post Drive
Houston, Texas 77095
Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS (since 1983). These publications represent a group of highly respected scholarly academic periodicals. Over 4,000 writers have been published in these refereed, peer-reviewed periodicals. In 1983, he founded the National FORUM of Educational Administration and Supervision – now acclaimed by many as the United States’ leading recognized scholarly academic refereed journal in educational administration, leadership, and supervision.
Teacher’s attitudes and strategies can be influenced by workplace
professional learning, which in turn affects student engagement and learning.
Although educators are accountable for their professional development, the
school must be learning-centered and able to provide resources for all
members of the institution to improve their teaching and learning skills for
the overall development of the school. The project's goal was to perform a
pilot intervention study on the impact of school director-led workplace
professional development for in-service teachers to provide evidence and
recommendations on the impact of school director-led workplace
professional development training for teachers. The intervention study on
school director-led workplace professional development training for teachers
on formative assessment indicates that there were significant changes in
teachers’ understanding and use of formative assessment. The result found
that there is statistical difference between the teacher’s pre- and postintervention
survey response on formative assessment workplace
professional development training. The evidence stands as a
recommendation for school directors, teachers, the ministry of education and
other stakeholders for quality teaching and whole school development.
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 29, NUMBER 4, 2012
1
Developing a Specialist Degree for Teacher Leaders
Dr. Margaret Dalton, PhD
Professor of Educational Leadership
Southeast Missouri State University
Cape Girardeau, MO
Dr. Ray Dowdy, PhD
Assistant Professor of Educational Leadership
Southeast Missouri State University
Cape Girardeau, MO
Abstract
The idea of teacher leadership has exploded in school districts and is quickly becoming a
popular degree program at universities. One Midwestern University strove to meet the
needs of its constituents by implementing a specialist degree in Educational Leadership
Development (Teacher Leadership) in the Fall semester of 2005. The thirty hour degree
program consisted of twelve hours of professional development coursework and eighteen
hours of core courses taught by University faculty. The University had previously
developed partnership agreements with seventy-five school districts reaching
approximately 8500 teachers to offer professional development courses taught on school
district campuses collaboratively with district personnel. The development of the
specialist degree in teacher leadership was a natural outgrowth of these partnerships.
Higher Educational proved to be the missing link to improving teacher leadership.
The idea of teacher leadership has exploded in school districts and is quickly
becoming a popular degree program at universities. One Midwestern University in the
United States strove to meet the needs of its constituents by implementing a Specialist
Degree in Educational Leadership Development (teacher leadership) in the fall of 2005.
The 30 hour degree program consisted of twelve hours of professional development
coursework and eighteen hours of core courses taught by University faculty. The
university had previously developed partnership agreements with 75 school districts
reaching approximately 8500 teachers to offer professional development courses taught
on school district campuses collaboratively with district personnel. The development of
the Specialist Degree in Educational Leadership Development was a natural outgrowth of
these partnerships.
Through working with school districts and teachers in the partnership districts, it
became apparent that outstanding teachers desired a higher education degree that would
help them become better teacher leaders. Teachers who had no desire to leave the
classroom but did have the desire to lead other teachers needed an option for higher
2. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
2____________________________________________________________________________________
education. Providing a specialist degree for teacher leaders focused on school
improvement gave teachers the necessary skills, knowledge, and dispositions to advocate
for continuous improvement in instruction and student learning.
In the specialist degree, core courses were taught with two tracks: one for the
administration student and one for the teacher leadership student. This accomplished two
goals: 1) teachers and administrators were taught to work together to develop an
instructional mission for student achievement; 2) student numbers in specialist level
courses were increased. A specialist degree is a high level degree that requires the
student to have already completed a master’s degree. Therefore, often enrollment in
specialist degree programs is low. Combining some courses in the teacher leadership and
the administration programs helped to keep course numbers high.
Literature
Teacher leadership can be defined as bringing together the principal and teacher
in a mutual mission of improving student learning (Scherer, 2007). Teacher leadership is
about principals and teachers sharing the role of instructional leader. An outstanding
teacher is an expert in the classroom and has instructional knowledge to share with other
teachers. Teacher leadership builds on the classroom expertise of the outstanding teacher
(Scherer, 2007). Teachers take on many roles both inside and outside the classroom that
focus their instructional knowledge on school improvement.
Teacher leaders in general can be identified by ten roles: resource provider,
instructional specialist, curriculum specialist, classroom supporter, learning facilitator,
mentor, school leader, data coach, catalyst for change, and learner (Harrison & Killion,
2007). Teachers show leadership in many ways both formally and informally. Teacher
leaders shape the culture of their school, improve student learning, and help peers
become better teachers. Asking an outstanding teacher to move beyond the comfort of
the classroom can be daunting for the teacher. Providing training for teacher leaders is
the key to effective school improvement.
Teachers are being asked to take on leadership roles without being given the
necessary training to successfully carry out these new roles. The basic assumption that
outstanding teachers of students will also be outstanding teacher leaders is flawed. A
teacher leader needs training to become a good teacher of teachers. Working with adults
requires a different set of skills than working with children. Leading colleagues can be
intimidating for teachers. When outstanding teachers were asked in what areas they
needed additional training, the responses were: understanding education policy, working
collaboratively with education policy makers and interpreting education research (Dozier,
2007). Teacher leaders need to be provided the opportunity for training and further
professional development to successfully fill newly acquired leadership roles. Teachers
today juggle many responsibilities beyond the traditional roles of classroom teacher.
Teacher leaders and administrators working together can bring about change to
improve the instruction in a school. Teachers often serve in a school district longer than
administrators and thus have a valuable knowledge base about educational practices that
work and do not work in the environment. As teachers grow in their jobs, they often
3. MARGARET DALTON AND RAY DOWDY
____________________________________________________________________________________3
develop a desire to collaborate and learn from one another. They may desire new
challenges or assignments where they can influence change. Perhaps the most important
factor in a child’s education is having a good teacher. By asking outstanding teachers to
help improve the education standards in a school, good teachers are not leaving the
classroom (Scherer, 2007). Instead, teacher leaders are being created and thus the
education of the whole school is being improved.
A cultural shift in schools where teachers are viewed as leaders and the norm is
no longer for teachers to work in isolation must take place before teacher leadership will
have an effect on school improvement. Both teachers and principals will need training to
accept this new paradigm of shared leadership. Teacher leaders who are formally
recognized as leaders have a greater impact on school decisions (Seashore Louis,
Leithwood et al, 2010). Teacher leaders know that a collaborative learning environment
focuses on continuous improvement in teaching and learning.
The literature base for teacher leadership is emerging and expanding. Much of
the current literature is anecdotal. However, a research base is beginning to be
established. Several books on teacher leadership have been published recently and
articles are being published. A group of educators took the current research base along
with experts in the field and developed standards for teacher leadership. The Teacher
Leadership Exploratory Consortium developed the Teacher Leader Model Standards
which consist of seven domains describing the multiple dimensions of teacher leadership.
Domain I: Fostering a collaborative culture to support educator development and
student learning
Domain II: Accessing and using research to improve practice and student learning
Domain III: Promoting professional learning for continuous improvement
Domain IV: Facilitating improvements in instruction and student learning
Domain V: Promoting the use of assessments and data for school and district
improvement
Domain VI: Improving outreach and collaboration with families and community
Domain VII: Advocating for student learning and the profession (Teacher Leader
Model Standards, p. 9)
The purpose of the standards was to provoke conversation among all stakeholders about
what knowledge, skills, and competencies teachers need to become leaders. The teacher
leader standards follow a similar format to the Interstate School Leaders Licensure
Consortium (ISSLC) and were cross-referenced to the ISSLC standards.
Thus far teacher leadership is a fairly informal process. Some universities are
beginning to offer degree programs and four states: Louisiana, Georgia, Kentucky, and
Illinois are adding endorsements to state licensing systems (Teacher Leader Model
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Standards, p. 25). Teacher leadership has the underpinnings to make a difference in
student achievement and in the work lives of teachers and administrators.
Partnerships and Variable Topics Courses
The first step in developing the Specialist Degree in Educational Leadership
Development was for the university to develop 75 partnerships with school districts in the
service region reaching approximately 8500 teachers. The partnerships were developed
to deliver professional development to teachers. The professional development of public
school educators is an ongoing concern for both public schools and university faculty.
School districts try to accomplish meaningful professional development by providing
activities that allow teachers to grow in the areas of content, classroom management, and
a myriad of customized needs of individual faculty members that enhance the district
mission and vision. With high stakes accountability for the teacher, principal, and school
district, it is important to provide professional development needed for the individuals
and districts to enhance student achievement and success.
Starting with the spring semester of 2004, the university began providing
educators in the service region the opportunity to enroll in professional development
programs that qualify for graduate credit. These professional development hours were
transcript hours that may be part of the degree program in educational leadership,
counseling, secondary, middle school, elementary, early, and special education
departments. Students benefit not only from the quality programs but also from reduced
fees. Participants could complete up to 12 graduate hours in approved professional
development programs which serve as electives for their degree programs and in some
cases with advisor approval, these hours can replace a core course.
While the professional development graduate credit hours could be used in
traditional degree programs such as a masters or specialist degree in school
administration, it became apparent through working with the partnership school districts
that teachers desired the opportunity to access the departmental programs to improve
their teacher leadership abilities. A growing population of master teachers wanted a
specialist degree option other than administration. The partnership program appeared to
be a tipping point for increasing the number and quality of teacher leaders within the
university service region. The development of a Specialist Degree in Educational
Leadership Development was the natural outgrowth of the 75 partnership agreements.
Specialist in Educational Leadership Development
The Specialist Degree in Educational Leadership Development was developed to
meet the needs of outstanding teachers and to lead to school improvement in the
partnership districts. The Specialist Degree in Educational Leadership Development was
based on the premise of introducing educators to the theories and current research that
support innovative practices and effective teaching strategies in PK-12 school settings.
5. MARGARET DALTON AND RAY DOWDY
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The implications of current school improvement efforts, issues, and trends in PK-12
education were explored throughout the coursework. The role of teachers as instructional
leaders was emphasized as this role leads to improving classroom performance and
student achievement.
The Educational Leadership Development degree was a 30 hour degree that does
not lead to any certification. The coursework was designed to coordinate with already
existing courses in the Specialist in Educational Administration degree program. Twelve
hours of the degree consisted of Variable Topics courses which were professional
development hours taught in collaboration with the partnership schools. The other 18
hours were core courses taught by faculty in the department. The program of study
included: EA 716 Instructional Leadership Strategies I, EA 718 Instructional Leadership
Strategies II, EA 737 Administration of Curriculum, EA 755 School District Law, EA
756 School Finance (finance for teachers), EA 785 School Plant Planning & Operation,
and four EA 781 Variable Topics courses.
EA 781 and EA 782: Instructional Strategies I and II
The courses were specifically designed for candidates in the leadership
development program. Both courses were designed to provide teacher leaders with an
advanced understanding of the factors and processes related to teacher leadership in the
PK-12 educational settings. The emphasis of the courses was improving classroom
performance and student achievement as it related to school improvement efforts.
Teacher leaders learned to apply their knowledge of educational theories and current
research as it related to effective teaching strategies and innovative practices.
The two instructional strategies courses were taught only to teacher leadership
candidates with the primary focus of school improvement. Future teacher leaders were
exposed to a broad spectrum of issues and topics that helped develop the necessary
dispositions, knowledge, and skills needed to become leaders of school improvement.
Teacher leader candidates were given opportunities for guided practice and reflection
during the two instructional strategies courses and the rest of the degree program.
Teacher leader and administrative candidates were taught to work together to bring about
effective school improvement.
Each of the courses below was redesigned for the teacher leader with the specific
goal of school improvement in mind. Each of the courses incorporated supporting
strategies suggested in the Teacher Leader Model Standards.
EA737: Administration of Curriculum
The course was designed to prepare the aspiring and practicing teacher leader for
the responsibilities at the school building level in the proper development of curricula.
The teacher leader will be able to research findings in educational literature to identify
trends in curriculum change and be able to understand the components of a district
curriculum. Teacher leaders focus on school improvement by learning to relate the
implications of national and state legislative decisions regarding curriculum to local
school or district policy and procedures. Teacher leaders are given the opportunity to
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practice leadership in the planning, development, implementation, and evaluation of
curriculum at the district, school, and classroom level. Teacher leaders will be better able
to lead school improvement it they understand the trends and issues resulting from
current education reforms, standards, mandates, and grassroots movements. During the
course, teacher leader candidates will relate the development of the district mission,
improvement planning, needs assessment, and student achievement to the development of
curriculum.
Strategies specifically suggested in the Teacher Leader Model Standards that
were incorporated in this course were:
Create new “hybrid” roles for teachers, in which they can remain in their
classrooms at least part of the time, but also serve in such roles as instructional
coaches, curriculum coordinators, teacher facilitators, and mentors;
Promote shared or distributed leadership structures within schools that provide
teachers with input into school policies, curriculum, and professional
development;
Provide teachers with common planning time, job-embedded professional
development opportunities, and released time to collaborate with peers; and
Recognize the contributions of teacher leadership to improving student learning.
(p. 27)
EA755: School District Law
The course was designed as a study of law that includes the basic fields of
contracts, property, torts, constitutional law, and other areas of law that directly affect the
educational and administrative processes of the educational system. The school law
course for teacher leaders covers a general knowledge of school law including:
relationship of religion and church to state; school attendance; law's effect on the
instructional program and school operations; constitutional issues of desegregation; torts
in school settings; governmental immunity and liability; certification, personnel
contracts, and tenure; due process rights of teachers and students; and discrimination
issues in employment. The teacher leader understands the evolving nature of teaching
and learning and knows how to align school improvement with legal issues.
Strategies specifically suggested in the Teacher Leader Model Standards that
were incorporated in this course were:
Advocate for federal and state legislation and grant programs such as the Teacher
Incentive Fund, Teacher Quality Partnerships, and Investment in Innovation
Funds that will train all stakeholders to recognize the potential of teacher
leadership, support new school leadership structures, and advance teacher
leadership opportunities;
7. MARGARET DALTON AND RAY DOWDY
____________________________________________________________________________________7
Encourage the removal of barriers to the mobility of teacher leadership credentials
among states; and
Develop local, state, and national-level networks of teacher leaders to share
practices and provide support to one another. (p. 32-33)
EA756: Finance for Teachers
The course was designed to prepare the aspiring and practicing teacher leader for
the responsibilities of financial management at the building level of leadership in public
schools. The course includes theoretical concepts and practical skills necessary for
successful teacher leadership in the realm of finance. Emphasis on building budgets using
state, local, and federal funds. The teacher leader is prepared to apply Missouri’s funding
plan for public elementary and secondary schools. The teacher leader is taught to apply
technology to financial management procedures of the school district; to apply the
processes of planning, developing, communicating to publics, implementing, changing,
and evaluating a budget; to apply the processes of financial accounting, auditing, and
reporting; and to apply school finance concepts. An ability to apply the theoretical
concepts underlying school finance and the translation of concepts to policy and
procedures helps teacher leaders shape school improvement.
Strategies specifically suggested in the Teacher Leader Model Standards that
were incorporated in this course were:
Develop systems for reward and recognition of the contributions of teachers in
formal and informal leadership roles;
Establish compensation systems that recognize teacher leadership roles,
knowledge, and skills;
Establish a performance management and evaluation system that is consistent
with the identified and varied roles of teacher leaders;
Implement at the local, state, and national level standards-based
assessment/evaluation systems to create the groundwork for differentiated career
paths, teacher leader credentials, and professional pay systems;
Develop a compendium of “best practices” that illustrates how schools and
districts can reallocate resources and dedicate time to promote shared decision-
making structures within schools which support teacher leadership (p. 31-33).
EA785: School Plant Planning and Operation
This course provided teacher leaders the fundamental concepts of planning,
designing and constructing new educational facilities and/or the rehabilitation,
remodeling or modernization of existing facilities. Additionally, the course includes
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operation and maintenance programs. Part of school improvement is understanding
staffing patterns, student grouping, and organizational structures relative to planning
facilities which will be supportive of teaching and learning. Teacher leaders learn to
interpret federal, state, and local health regulations and guidelines including ADA in the
development of learning facilities. During the course teacher leader candidates analyze
special education program requirements and other special needs. Helping teacher leaders
learn to develop sound economical maintenance and efficient operation programs will
lead to school improvement.
Strategies specifically suggested in the Teacher Leader Model Standards that
were incorporated in this course were:
Re-think time, space, scheduling, and other support structures within schools to
facilitate collaboration among teachers;
Provide opportunities for dialogue among teachers and administrators about
which school improvement strategies will best optimize student learning in the
specific contexts of the school and district; and
Foster openness within schools to new ideas and innovative practices by
promoting classroom and school-based action research. (p. 28-29)
EA781: Educational Administration-Variable Topics II
The course was a directed study of professional development topics, issues, and
trends in public schools. The course was taught through seminars and forums. Teacher
leadership candidates were given the opportunity to apply proactive, interactive, and
participatory leadership to appropriate situations that lead to school improvement.
Opportunities for guided practice were provided in the areas of instructional leadership,
organizational skills, and delegation of authority. Teacher leaders were able to apply the
basic concepts of the change process by participating in the following activities:
developing a comprehensive school improvement plan; developing an assessment of
needs, goal setting, and evaluation for school improvement; build and maintain a positive
school climate; monitor, evaluate, and handle data regarding the progress and work of
others; participate in professional growth activities that enhance the development of a
learning community; exhibit effective problem-solving and decision-making skills that
will enhance student learners; and manipulate factors affecting the school's learning
environment to improve student learning. Giving teacher leaders the knowledge,
understanding, and application strategies for promoting and maintaining a positive school
climate and culture will help lead to school improvement.
Strategies specifically suggested in the Teacher Leader Model Standards that
were incorporated in this course were:
9. MARGARET DALTON AND RAY DOWDY
____________________________________________________________________________________9
Prepare teachers who wish to serve as teacher leaders in adult learning theory and
the development of strategies, structures, and skills to provide feedback on
teaching and student learning, to provide instructional coaching to colleagues, and
to facilitate team-based approaches to teacher induction;
Provide ongoing professional development to experienced teachers in how to
access research about effective teaching practice, utilize new technologies to
teach and communicate with colleagues, and apply adult learning theory to
facilitate working with colleagues;
Provide supportive environments in schools that encourage teachers to engage in
informal leadership roles thereby creating a “pipeline” for future teacher leaders.
(p. 29-30)
Admission requirements for the specialist in Educational Leadership Development were
similar to other specialist degree programs in the College of Education and required both
a master’s degree and a valid teaching certificate. Students in the program were required
to maintain a professional portfolio which was used to determine the candidates overall
quality of work while completing the degree program. The portfolio was presented to a
panel of professors as the comprehensive exit examination.
Conclusions
We can strengthen school leadership and improve student learning by supporting
the varied roles of teacher leaders. As university faculty and school leaders we should
identify and support those school leaders who are engaging in professional relationships
that are fostering instructional improvement; support teacher lead groups which have the
ability to develop innovations; fund the purposeful learning and shared practice of the
teacher leader; and treat the teacher leader as a full partner in the leadership process
(Donaldson, 2007). The Specialist Degree in Educational Leadership Development
strives to accomplish the above goals through the professional development courses and
the university taught courses. It is important for university faculty to continue to train
excellent school administrators and it is important for university faculty to start to train
excellent teacher leaders.
Teacher leaders know firsthand how to improve student learning and how to
reform schools. They need a specific set of skills, dispositions, and knowledge to be
effective teacher leaders (Dozier, 2007) in order to affect school reform and improve
student learning. Universities can help teachers become leaders by providing the first
step in the training process. Southeast Missouri State University has taken the first step
in providing a specialist degree for teacher leaders. The response has been
overwhelmingly positive from the teachers and the partnership school districts. Giving
outstanding teachers the skill set they need to be teacher leaders can lead to school
improvement.
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Universities can play an important part in providing the needed professional
development to administrators and other stakeholders to learn how to create and support
teacher leadership in schools. Teacher leadership will help improve student learning
when collaboration and shared leadership among teachers, teacher leaders, and
administrators are the norm. Redesigning principal preparation programs to allow for the
collaboration among principals, teacher leaders and teachers is one step universities can
take toward the preparation of teacher leaders and school improvement. Teacher
preparation programs can also prepare teachers to take on differentiated roles and
encourage teachers to become part of the leadership structures for school improvement.
References
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