This document discusses leadership in education and teaching as a profession. It begins by outlining five focus questions on the extent to which teaching is a full profession, what professionalism in teaching entails, what professional organizations teachers belong to, how teachers contribute to educational research, and how teachers provide leadership for school development and curriculum improvement. The document then addresses each of these questions in turn, noting ways that teachers demonstrate leadership, skills, and knowledge; belong to unions and professional associations; engage in action research; and help reform schools, assessments, curricula and instruction.

1. Leadership in
Education
Presentation and Micro-teaching by Meranda,
Reese and Sayde

2. Focus Questions
1.To What Extent is Teaching a Full Profession?
2.What is Professionalism in Teaching?
3.To What Professional Organizations Do Teachers Belong?
4.How Do Teachers Contribute to Educational Research?
5.How Are Teachers Providing Leadership for School
Development and Curriculum Improvement?

3. To What Extent is Teaching a Full
Profession?

4. Comparing Teaching to
other Careers

5. Teaching is an essential service that needs to be provided to
society, the public needs to be reminded of this.
Why do careers like doctors and lawyers have a more
reputable status in society when they have neither less nor
more influence then teachers do?

6. Compared to other jobs there is a high level of
public trust, as well knowledge and skills needed to
be a teacher.
What knowledge and skills do you think you have
that will make you a great teacher?
What are examples of public trust?

7. Leadership and mentorship embodies these
examples of skills and knowledge, high levels of
public trust, and life long learning. These qualities
make the profession what it is, and separate being
a teacher by profession from being a leader in
other aspects of life (coaching, mentoring, etc.)

8. What is professionalism in
teaching?

9. To What Professional
Organizations Do Teachers
Belong?

10. What new leadership roles for teachers are
emerging?
Turn to page…

11. How Do Teachers Contribute to
Educational Research?

12. How Are Teachers Providing
Leadership for School
Development and Curriculum
Improvement?

13. Becoming educational leaders beyond the classroom
Participate in professional teacher organizations
take part in school decisions
define what students need to know and be able to do
Share ideas with colleagues
Be a mentor to new teachers
Improve faculties and technology
Work with parents
Create partnerships with the community
Create partnerships with businesses and organizations
create partnerships with colleges and universities to prepare future
teachers
become a leader in the community
lead efforts to make teachers more visible

14. Leadership Roles for Teachers
Through involvement with local, provincial, national, and international teacher
organizations, teachers participate in making key decisions about teacher
preparation, certification, and staff development
Form partnerships that focus on the improvement of Canadian schools.
Teachers who work collaboratively with principals on school improvement use 10
dimensions of teacher leadership beyond the classroom: team-building, project
management, designing and delivering staff development, researching, public
relations, visioning, program and school evaluation, facilitating change, networking
and partnership building, and grant writing and seeking external funding.

15. Providing leadership for school development &
curriculum Improvement
Reforms in teaching as a profession
Equity-orientated reforms
Organizational improvement of schools
Improvement in assessing students learning
Curricular and instructional improvement

16. Review of Focus
Questions

17. Independent Questions
1.) List three ways teachers are providing leadership for school development 2.) Explain how teachers contribute to educational research.
3.) What professional organizations do teachers belong to?
Bonus: When was the CTF founded?

18. Answers
1.) Three of:
- Share ideas with colleagues
- Be a mentor to new teachers
- Improve faculties and technology
- Form partnerships that focus on the improvement of Canadian schools.
- reforms in teaching as a profession
- equity-orientated reforms
- organizational improvement of schools
- improvement in assessing students learning
- curricular and instructional improvement
/3
2.) Applying educational research to their classrooms. Becoming involved with action research which is defined by using their classrooms as an experiment.
/2
3.) Unions, Alberta’s Teacher Association, Canadian Teachers Federation
/3
Bonus: 1920
/1

19. Exit Cards
https://www.youtube.com/watch?v=wzF23qI3Djw