A glimpse of types of Educational Leadership for Teachers and Educators commonly practiced and situating appropriate Leadership styles aligned to 21st Century Teaching and Learning to apply in a School setting addressing current constant of school improvement- CHANGE!
Educational Leadership - The Importance of Leadership and Management to Educa...polchan
Educational Leadership - The Importance of Leadership and Management to Education
-Education defined
-Management defined
-Educational Management
-Leadership defined
-Educational leadership
-Educational management v. Educational Leadership + The Paradox
Educational Leadership - The Importance of Leadership and Management to Educa...polchan
Educational Leadership - The Importance of Leadership and Management to Education
-Education defined
-Management defined
-Educational Management
-Leadership defined
-Educational leadership
-Educational management v. Educational Leadership + The Paradox
Educational Administration and supervision (Reflection Notes)Ghulam Mujtaba
Administration refers to the group of individuals who are in charge of creating and enforcing rules and regulations, or those in leadership positions who complete important tasks.Administration is defined as the act of managing duties, responsibilities, or rules.
master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
Educational Administration and supervision (Reflection Notes)Ghulam Mujtaba
Administration refers to the group of individuals who are in charge of creating and enforcing rules and regulations, or those in leadership positions who complete important tasks.Administration is defined as the act of managing duties, responsibilities, or rules.
master in education related topic ...different type of supervision .nature of supervision in context of education.description of each type of supervision.with references and small conclusion..
FUNCTIONS OF SCHOOL ADMINISTRATION AND SUPERVISIONJulie Anne Casa
Hope this will help you our fellow educators.
“We must always be mindful of who we are being while we are leading.” -Lolly Daskal, The Leadership Gap: What Gets Between You and Your Greatness
Exploring Effective Leadership Styles in Education.pdfCIOWomenMagazine
Let's take a look at different leadership styles in education & their impact! Transformational, Transactional, Servant, & more. Learn how to empower educators & foster a thriving learning environment.
Shaping Tomorrow's Leaders Today: The Role Of Education In Fostering Leadersh...hussanisoyat
In a rapidly evolving world, the demand for effective and visionary leaders is more significant than ever. Today's youth will be the leaders of tomorrow, guiding us through the challenges and opportunities of the 21st century. As we strive to create a better future, it becomes increasingly essential to focus on shaping tomorrow's leaders today. Education, particularly in schools, plays a pivotal role in nurturing the leadership qualities and skills needed to tackle complex global issues. This article explores the critical role of education in shaping the leaders of the future.
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
Instructional Leadership for Educational Leaders, it helps the readers to understand about leadership in details general and instructional leaders specifically
LEADERSHIP IN EDUCATIONAL INSTITUTIONS.pptxMonojitGope
This PPT is for those who want to learn about leadership, who is leader, Types of Leader, Qualities of leader, Strategies for effective Leadership and Challenges faced by leader in Educational Institution.
The Modern School ECNCR is the best school in Delhi nurturing future leaders by inculcating values like tolerance, honesty, leadership, compassion, and morality.
Story of The Soldier Son Portrait who died to save othersTimothy Wooi
This is a great story of the Soldier Son Portrait.
A wealthy man and his son loved to collect rare works of art. They had everything in their collection, from Picasso to Raphael. They would often sit together and admire the great works of art. When the Vietnam conflict broke out, the son went to war. He was very courageous and died in battle while rescuing another soldier.
The father was notified and grieved deeply for his only son. About a month later, just before Christmas, There was a knock at the door.,,,,,,,,,,,......
MV Thailand Leadership Training 2023.pptTimothy Wooi
Servant Leadership Training, preparing Leaders to lead and serve God with a heart anchored on 12 key principles of Servant Leadership starting with the 12th key principles of Calling & Nurturing the Spirit.
Introduction to 21st Century Leadership & Change Management, Features of Innovative, Traits & Styles of Leadership
Servant Leadership Styles-The best way to Lead.
- How to become a Servant Leader
- 10 Principles of Servant Leadership
3. Faith Walk Leadership ‘Heart of a Leader’ (Ken Blanchard) building Relationship, Collaboration and Trust.
SEAIETI Online Educational Administration Practices with TQMTimothy Wooi
THEME:
Turning Great Teachers to Great Administrators with ‘TQM’
Course Content
Session1. Soft TQM
Quality Assurance and managing
Organizational Change
TQM and its Application in
School settings
Session2. Hard TQM
Tools and Techniques for Total
Quality Management
Steps in TQM Implementation
building the Dream School
Advanced Standards for Quality School Systems
Introducing ISO 9001 International Quality Assurance and Lean Six Sigma
Profesionalism in efficient customer serviceTimothy Wooi
Course Objectives:
To be exposed to the importance of Professionalism for excellent customer service in the digital era.
To benchmark excellent professional customer service attitude as the foundation of an excellent customer service strategy making lasting first impression to significantly impact business success.
To understand the definition and the importance of customer service quality, strategies and skills and to apply them in providing an excellent customer service with professionalism.
To understand the Principles of an efficient customer service skills with 21 examples to develop from.
Innovative Leadership in Education for the New Normal Timothy Wooi
Objective
To introduce Educators to the Concepts and Features of Innovative Leadership, preparation and effective practices.
Preparing Educators with Innovative Leadership characteristic and features applicable to practice, making a difference in School Improvement.
Developing successful Principals and Leaders to lead school with Innovative Leadership styles, building Relationship, Collaboration and Trust.
Leadership and the teaching and learning culture in the new normalTimothy Wooi
Session 1
Leadership for non Teaching Personnel to support Education in the Teaching and Learning culture in the New Normal.
Leadership Styles in the New Normal
1. Servant Leadership,
2. Transactional Leadership,
3. Emotional Leadership &
4. Transformational Leadership
Session 2
Introduction to Innovation & Innovation Leadership.
Innovation Leadership & Skills in the New Normal
Leading innovation practice in the New Normal
Introduction
Leadership of non Teaching staff in the School System and the Teaching and Learning culture in the New Normal are crucial and plays an important role to support the Educational Organization.
It explores organizational theories, models of theories, models of leadership & management, and personal & organizational change.
It bridges the theories to practical applications to support the Educational settings.
Communication & Interpersonal Skills at Multi Cultural WorkplaceTimothy Wooi
Course Objective
To set clear guidelines for effective communication and to consider the role of good interpersonal skills in the multicultural workplace by understanding:
different behavioral styles and learn to modify your behavior to achieve best results
how to stay present 'in the moment', 'listen for intent', and influence your listener positively
how to give and receive constructive feedback as a way to build better relationships
To demonstrate assertive behavior
how to communicate effectively when the stakes are high and you need to neutralize arguments effectively
To create individual action plans for ongoing personal development by making use of all of the above skills to ensure effective teamwork
Course Content
Interpersonal Skills
Introduction (Interaction & Person)
Importance of Interpersonal Skills
Communication in Interpersonal Skills
Tools in Interpersonal Skills
Verbal communication
Non-verbal communication
Listening skills
Negotiation
Problem-solving
Decision-making
Assertiveness
Emotional Quotion (EQ) with Interpersonal Skills
Integrating EQ to Interpersonal Skills to perform better at your workplace.
How can you develop your EQ skills to perform better at your workplace position?
Interpersonal Skills Workshop
Applying EQ to Address Your Workplace Challenges
The Seven Habits of Highly Effective People by Steven CoveyTimothy Wooi
Course Objective
Today more than ever we need to improve life and work
effectiveness. They represent a proven process of personal and interpersonal growth that can have an immediate and lasting impact.
The purpose of The 7 Habits of Highly Effective People ® is to help you lead your life in a truly effective way and thus, your organization to achieve greater productivity, improved communication, strengthened relationships, increased influence, and laser-like focus on critical priorities.
Contents
The 7 Habits
Independence
1- Be proactive
2- Begin with the end in mind
3- First things first
4- Think win-win
5- Seek first to understand, then
to be understood
6- Synergize
Continual improvement
7- Sharpen the Saw; Growth
Digital Workplace Leadership 3 sessionsTimothy Wooi
This is 3 Session course of Digital Leadership At Workplace with topics and sub topics as below.
Session 1
Digital Workplace Leadership
1. Introduction to Leadership in the Digital Age
2. Digital Workplace and its definition
3. Common misconceptions about Digital Workplace platform
4. Why do Organizations need a Digital Workplace
5. Improve employee experience by Digitally Transforming Your Workplace
6. The Future of Work Is the Digital Workplace
7. The 5 Pillars of a Digital Workplace Strategy
Session 2
5 Key Characteristics of Digital Leaders
1. Inspires others
2. Leverages technology
3. Encourages collaboration
4. Drives innovation
5. Manages risk
Session 3
Today's Top 8 Digital Leadership Skills
1. Digital Literacy
2. Digital Vision
3. Advocacy
4. Presence
5. Communication
6. Adaptability
7. Self-Awareness
8. Cultural Awareness
Kaizen in Education
In Education, the purpose of Kaizen should be very clearly stated and aligned with the strategic direction of the Educational Institution. Strategy must be a reflection of ‘customer value’ (value to student) as monitored through simplicity, quality, speed, cost, motivation, and growth measurements.
Introduction to Kaizen
Concept & Origin of Lean & Kaizen from Toyota Production System (TPS) and purpose of Kaizen.
The creation of a Kaizen Culture.
The Five Principles of Kaizen. (The Seven Steps Improvement Process)
4. Kaizen in Education.
5. Purpose of Kaizen & the strategic application in the Educational
Institution.
6. How to introduce Kaizen Principles in Education.
7. Kaizen in Teaching & Learning
Touraride Penang Downing Street to London Downing StreetTimothy Wooi
An Ultimate journey to ride to London started when Mr BK Lim who wanted to full fill his dream of a lifetime ie 'To ride to London Downing Street from Downing Street, Penang on just a small cc Bike. A couple heard of this and was interested to tag along. Mr BK Lim then invited 1 Biker and myself for a planning meeting at Touratech. Later another Biker called 2 more of his close friend to join and tag along with Mr BK Lim too. The group grew from 8 to 9 with a very elderly Biker joining to support Mr BK Lim.
During the ride, three Bikers (the Biker and his 2 close friend) would normally move on together on their own and would only join the team as when necessary.
At New Delhi before leaving AJANTA Hotel, Mr Lim briefed every on his engagement of a local Biker to guide everyone safely out of New Delhi till NH1 highway. Mr Lim asked a firm question of 'Are you all still with the team?', no one replied however after all of us reached the NH1 highway safely. Upon reaching the NH1 Highway,the couple and the 3 Bikers separate from the team riding off on their own ahead of us. The 4 member Team that is with Mr BK Lim as the Capt then continue the ride till Down Street London in full support of One for all and all for One.
Disruptive Pandemic School Leadership Management ShiftTimothy Wooi
COURSE CONTENT
Session 1.
1.Three ways the Covid19 Pandemic could reshape Education
Three trends that could hint future transformations:
i. Education - nudged and pushed to change leading to surprising innovations. The coronavirus pandemic has changed how millions around the globe are educated.
ii. Public-private educational partnerships could grow in importance New solutions for education bringing much needed innovation.
iii. Widening the Digital Divide The digital divide with new shifts in education approaches to widen equality gaps.
Session 2.
3. Transforming teaching-learning process from a teaching culture to a leaning culture i. What is school culture and how does it impact on learning?
Activity 1: Identifying examples of positive school culture
ii Styles of school leadership (Case Study 1: Four school leaders with different styles)
Activity 2: Leadership Styles
Activity 3: The role of leadership in determining school culture
iii Identifying and analyzing the culture in your school
Activity 4: Gathering evidence of the current school culture
Activity 5: Working with the team to identify areas for team improvement
iv. Developing a positive shared culture
Activity 6: Engaging with Stake Holders
Activity 7:Team review of your finding so far
Activity 8: Plan of action
Waste Management & Recycle based on the 3R'sTimothy Wooi
Contents
1. Introduction of Waste Management (WM)
2. Integrated solid waste management (SWM) – Problems and issues
3. Government initiatives and milestones
4. Management strategies
5.Waste minimization in Malaysia
6. Barriers to 3R implementation
7. Tips for effective practice of 3R’s
8. Conclusion
INTERNATIONAL TRAINNG on Innovation in EducationTimothy Wooi
Course Content:
Innovation in Education
Concepts & Impact of Innovation in Education,
Why Innovation in Education
Innovation in various Educational System & Era.
21st Century Shift in Education
Teaching and Learning for 21st Century Skills and Literacy
21st Century Skills (The 7 C’s)
Innovative Teaching Strategies In The Classroom (8 Strategies to Embrace)
Innovative Ideas in School
New Trends in Teaching Innovation - 10 Ways
Helping Students learn New Skills through Innovation
Making Skills as important as Knowledge
Forming Teams – Using Thinking & Creative Tools
Introduction
Implication of IR4.0 to Teaching covers the 4th Industrial Revolution (IR4.0), the Emerging Technologies, the types of Skills required for IR4.0 and…
…The role of the Education Sector in response & preparation to teach Students for future changes in skills and work.
Contents:
1. Industry 4.0, & the Emerging Technologies
2. Students Have Technology-
Driven Expectations
3. Type of Skills needed for IR4.0
4. Education Is Getting Personal
5. IoT Is Taking Over
6. Role of the Education Sector in
response & preparation for IR4.0
The eight-discipline (8D) Approach to Problem-Solving is a systematic approach to problem-solving & documenting of results, developed by Ford Motor Co. It is an essential step to process improvement.
The 8D method provides you with an in-depth understanding of analyzing problems to identify the root causes.
This workshop provides you with a working knowledge of 8D effective root cause analysis and tools to address non conformity.
It will strengthen your understanding on;
what is 8D,
why Apply 8D,
when to Apply 8D &
how to Apply 8D at work.
‘Service Excellence at Workplace and organizations’ is a management strategy for success towards excellence with total customer satisfaction.
Discover how these organizations achieved workplace excellence and put these strategies and best practices into action within your organization.
My Teacher Shamed me when I could not readTimothy Wooi
Anthony Hamilton, a writer who lives in Hayward, California.
He is the author of several books, including;
The Autobiography of ‘Strong Child and Shattered Lives’.
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
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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.
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!
2. Timothy Wooi
Principal Consultant for Lean Management.
Certified TPM & Kaizen Specialist with 30 over
years working experience.
Provides Technical Consulting Services on TPM,
Kaizen and Cellular System set up.
A Mechanical background Green Innovator
recycling and reusing Idle resources to eliminate
waste adding Value to promote Green.
Founder of Tim’s Waterfuel, an alternative Hydroxy
Fuel supplement using Water that adds power and
reduce Co2 emission on automobiles.
Add: 20C, Taman Bahagia, 06000,
Jitra, Kedah
Email: timothywooi2@gmail.com
H/p: 019 4514007 (Malaysia)
An NGO Community worker for Prison, Drug
Rehabilitation and CREST North (Crisis Relieve &
Training) Malaysia, an organization that respond to
Crisis & Flood.
3.
Educational Leadership
Introduction & Definition
Leadership Styles in Education
Hierarchical, Transformational and
Facilitative
Developing effective School
Leaders
Teacher’s role as Leaders
21st Century Leadership in
Education
Innovation Leadership and
21st Century Teaching &
Learning
4. A review of leadership styles and
Teacher’s role as leaders in school
change and improvement.
An insight of effective school
restructuring in teaching and
learning of 21st Century leadership.
Applying skills, knowledge, and
dispositions gained to the school
management involving leadership
behavior and school change.
5. Explores organizational theories,
models of theories, models of
leadership & management, and
personal & organizational change.
Bridges the theories to practical
applications in education settings.
6. To provide participants with an insight of Educational
Leadership styles and opportunity to explore role of
Teacher as leaders in school change management and
restructuring in the 21st Century teaching and learning.
To assist participants to
choose and situate best
leadership styles within
organization function, and
to develop a vision of their
leadership practice within a
perspective of how school
organization works.
8. EDUCATION
Education in general sense is a form of learning in which
the knowledge, skills, and habits of a group of people
are transferred from one generation to the next through
teaching, training, or research.
Education frequently takes place
under the guidance of others, but
may also be autodidactic.
Any experience with a formative
effect on the way one thinks, feels,
or acts may be considered
educational.
- commonly divided into stages such
as preschool, primary school,
secondary school and then college,
university or apprenticeship.
9. LEADERSHI
Definition: described as “a process of social influence
P
which one person can enlist the aid and support
of others in the accomplishment of a common task’’.
For example, some understand
a leader simply as somebody whom
people follow, or as somebody who
guides or directs others, while others
define leadership as "organizing a group
of people to achieve a common goal’’.
’Studies of leadership have produced
theories involving traits, situational
interaction, function, behavior, power,
vision and values, charisma, and
intelligence, among others.
10. School leadership- a process of enlisting and guiding the
talents and energies of teachers, pupils,
and parents toward achieving
common educational aims.
School leadership-often used
synonymously with educational
leadership in the United States and
has supplanted educational
management in the United Kingdom.
Several universities in the United
States offer graduate degrees in
educational leadership.
11. Introduction: School
Came into currency in the late 20th century. Demands were
Leadership
made on schools for higher levels of pupil achievement, and
schools were expected to improve and reform.
These expectations accompanied by
calls for accountability at the school
level. Maintenance of the status
quo was no longer considered
acceptable.
Administration and management are
terms that connote stability through
the exercise of control and
supervision.
12. The concept of leadership was favored because it conveys
dynamism and pro-activity.
The principal or school
head is commonly thought to
be the school leader;
however, school leadership
may include other persons,
such as members of a formal
leadership team and other
persons who contribute
toward the aims of the
school.
13. Leaders, Born or made?
Good leaders are made not born.
Effective leader- desire and will power through a never ending
process of self-study, education, training, and experience.
(Jago, 1982).
To inspire your workers into higher
levels of teamwork, you must: be, know and, do.
These do not come naturally, but are
acquired through continual work and
study. Good leaders continually
improve their leadership skills; they
are NOT resting on their laurels.
14. -a leader's way of providing direction, implementing
plans, and motivating people. Different situations
however, call for different leadership styles.
Autocratic leadership style- may be most
effective in an emergency, with little time
on an agreement & where designated
authority has more experience or
expertise:However, in a highly motivated and aligned
team with a homogeneous level of
expertise, a more democratic or laissezfaire style may be more effective.
The style adopted should be the one most
effectively achieves the objectives
balancing the interests of its members.
17. Education is an important aspect of human life. How we
receive and translate it into our daily way of life is quite
largely dependent upon the way it gets passed on.
Educational leadership
has been studied over
years to address longstanding concern of
students, educators,
and society as a whole.
18. Leadership styles were introduced to address the needs of
students from diverse backgrounds. Three different types
of styles commonly practiced are.
1.Hierarchical
2.Transformational
3.Facilitative
19. The focus of above leadership Styles, particularly for
Teaching and Learning is upon School Leadership
concluding these three styles,
Hierarchical,
Transformational and
Facilitative
As the need to understand which style of leadership will work
best, alone or in combination, it is imperative to understand these
types individually in regards to their methods and what they offer.
20. Types of Leadership Styles in Education
1.Hierarchical Style
Based on the traditional method of
education, emphasis in a top-down
approach with formal authority and
little scope for participatory analysis.
Administrative head, the principal,
carries out all duties of a:planner, supervisor, analyst,
resource allocator, etc.
A very straightforward, with major
emphasis on efficiency, control and
routines.
21. Types of Leadership Styles in Education
2. Transformational style
Based on working together to put in place
a mechanism that will reap immediate
benefits and future ones.
This leadership style opens the door wide
for intellectual excitement, motivation
through values and a shared vision by
participation in leadership activities.
(Although, most decisions are taken
individually or by a small group of people)
Transformational leadership fosters a sense of purpose and meaning
to unite people for a better cause.
22. Types of Leadership Styles in Education
3. Facilitative style
Similar strategies used in
transformational styles, but more
democratic as well as interactive in
practice.
Works with the entire management,
offering partnership in preparing for
the future, promoting collective ideas
by being a part of the crowd, rather
than being at the center.
Empowering the entire education system is the primary goal.
23. What works best?
What works best for which institution and how it needs
to be, is based on careful strategic planning and
consideration of its vision.
Ideally, a leader should use
strategies and options flexibly to
balance both; short-term and longterm goals, and must serve the
institutional values.
State-of-the art programs for
leadership courses are now available
and provided by policy makers and
educational leaders for best delivery
designed for teachers to students.
24. Developing Effective School Leaders.
Role of school leader has grown beyond that of administrator
as more countries require better achievement and grant
greater autonomy to schools in designing curricula and
managing resources.
Responsibilities need to be clearly
defined, providing access to
appropriate professional
development, and acknowledging
their pivotal role in improving
school and student performance.
Knowledge of the different roles and responsibilities of 21st Century
school leaders and how countries succeeded in developing effective
school leaders at scale is now a necessity.
26. The ways teachers can lead are as
varied as teachers themselves.
Teacher leaders assume a wide range of
roles to support school and student
success. Whether these roles are
assigned formally or shared informally,
they build the entire school's capacity to
improve. Because teachers can lead in a
variety of ways, many teachers can
serve as leaders among their peers. So
what are some of the leadership options
available to teachers?
The following 10 roles are a sampling of the many ways teachers
can contribute to their schools' success.
27. 1. Resource Provider
Teachers help their colleagues by sharing instructional
resources.
These might include Web
sites, instructional materials,
readings, or other resources
to use with students. They
might also share such
professional resources as
articles, books, lesson or unit
plans, and assessment tools.
28. 1. Resource Provider
Tinisha becomes a resource
provider when she offers to help
Carissa, a new staff member in her
second career, set up her
classroom.
Tinisha gives Carissa extra copies
of a number line for her students to
use, signs to post on the wall that
explain to students how to get help
when the teacher is busy, and the
grade-level language arts pacing
guide.
29. 2. Instructional Specialist
An instructional specialist helps colleagues implement
effective teaching strategies. This help might include ideas
for differentiating instruction or planning lessons in
partnership with fellow teachers.
Instructional specialists study and
explore instructional methodologies
that are appropriate for the school;
and share findings with colleagues.
30. 2. Instructional Specialist
When his fellow science teachers
share their frustration with students'
poorly written lab reports, Jamal
suggests that they invite several
English teachers to recommend
strategies for writing instruction.
With two English teachers serving as
instructional specialists, the science
teachers examine a number of lab
reports together and identify
strengths and weaknesses. The
English teachers share strategies
they use in their classes to improve
students' writing.
31. 3. Curriculum Specialist
Understanding content standards, how various components
of the curriculum link together, and how to use the curriculum
in planning instruction and assessment is essential to
ensuring consistent curriculum implementation throughout a
school.
Curriculum specialists lead teachers
to agree on standards, follow the
adopted curriculum, use common
pacing charts, and develop shared
assessments.
32. 3. Curriculum Specialist
Tracy, the world studies team leader,
works with the five language arts and
five social studies teachers in her
school. Using standards in English and
social studies as their guides, the team
members agree to increase the
consistency in their classroom
curriculums and administer common
assessments. Tracy suggests that the
team develop a common
understanding of the standards and
agrees to facilitate the development
and analysis of common quarterly
assessments.
33. 4. Classroom Supporter
Classroom supporters work inside classrooms to help
teachers implement new ideas, often by demonstrating a
lesson, co teaching, or observing and giving feedback.
Consultation with peers enhanced
teachers' self-efficacy (teachers'
belief in their own abilities and
capacity to successfully solve
teaching and learning problems) as
they reflected on practice and grew
together, and it also encouraged a
bias for action (improvement through
collaboration) on the part of
teachers.
34. 4. Classroom Supporter
Marcia asks Yolanda for classroom
support in implementing nonlinguistic
representation strategies, such as
graphic organizers, manipulatives,
and kinesthetic activities (Marzano et
al., 2001). Yolanda agrees to plan and
teach a lesson with Marcia that
integrates several relevant strategies.
They ask the principal for two half-days of professional release time, one
for learning more about the strategy and planning a lesson together, and
the other for co teaching the lesson to Marcia's students and discussing
it afterward.
35. 5. Learning Facilitator
Facilitating professional learning opportunities among staff
members is another role for teacher leaders.
When teachers learn with and from
one another, they can focus on what
most directly improves student
learning. Their professional learning
becomes more relevant, focused on
teachers' classroom work, and aligned
to fill gaps in student learning.
Such communities of learning can break the norms of isolation
present in many schools.
36. 5. Learning Facilitator
Frank facilitates the school's professional development committee
and serves as the committee's language arts representative.
Together, teachers plan the year's
professional development program
using a back mapping model (Killion,
2001). This model begins with
identifying student learning needs,
teachers' current level of knowledge
and skills in the target areas, and types
of learning opportunities that different
groups of teachers need.
The committee can then develop and implement a professional
development plan on the basis of their findings.
37. 6. Mentor
Serving as a mentor for novice teachers is a common role for
teacher leaders. Mentors serve as role models; acclimate new
teachers to a new school; and advise new teachers about
instruction, curriculum, procedure, practices, and politics.
Being a mentor takes a
great deal of time and
expertise and makes a
significant contribution to
the development of a new
professional.
38. 6. Mentor
Ming is a successful teacher in her own 1st grade classroom, but she
has not assumed a leadership role in the school. The principal asks
her to mentor her new teammate, a brand-new teacher and a recent
immigrant to the Philippines.
Ming prepares by participating in the
district's three-day training on mentoring.
Her role as a mentor will not only include
helping her teammate negotiate the
district, school, and classroom, but will
also include acclimating her colleague to
the community.
Ming feels proud as she watches her teammate develop into an
accomplished teacher.
39. 7. School Leader
Being a school leader means serving on a committee, such as a
school improvement team; acting as a grade-level or department
chair; supporting school initiatives; or representing the school
on community or district task forces or committees
A school leader shares the
vision of the school, aligns
his or her professional goals
with those of the school and
district, and shares
responsibility for the
success of the school as a
whole.
40. 7. School Leader
Joshua, staff sponsor of the student council, offers to help the
principal engage students in the school improvement planning
process. The school improvement team plans to revise its nearly 10year-old vision and wants to ensure that students' voices are included
in the process.
Joshua arranges a daylong meeting
for 10 staff members and 10 students
who represent various views of the
school experience, from non attenders
to grade-level presidents. Joshua
works with the school improvement
team facilitator to ensure that the
activities planned for the meeting are
appropriate for students so that
students will actively participate.
41. 8. Data Coach
Although teachers have access to a great deal of data, they
do not often use that data to drive classroom instruction.
Teacher leaders can lead
conversations that engage
their peers in analyzing and
using this information to
strengthen instruction.
42. 9. Catalyst for Change
Teacher leaders can also be catalysts for change, visionaries
who are “never content with the status quo but rather always
looking for a better way” (Larner, 2004, p. 32).
Teachers who take on the
catalyst role feel secure in their
own work and have a strong
commitment to continual
improvement. They pose
questions to generate analysis
of student learning.
43. 9. Catalyst for Change
In a faculty meeting, Larry expresses a concern that teachers may
be treating some students differently from others. Students who
come to him for extra assistance have shared their perspectives,
and Larry wants teachers to know what students are saying.
As his colleagues discuss reasons for
low student achievement, Larry
challenges them to explore data about
the relationship between race and
discipline referrals in the school. When
teachers begin to point fingers at
students, he encourages them to examine
how they can change their instructional
practices to improve student engagement
and achievement.
44. 10. Learner
Among the most important roles teacher leaders assume
is that of learner.
Learners model
continual
improvement,
demonstrate lifelong
learning, and use what
they learn to help all
students achieve.
45. 10. Learner
Manuela, the school's new bilingual teacher, is a voracious learner.
At every team or faculty meeting, she identifies something new that
she is trying in her classroom. Her willingness to explore new
strategies is infectious.
Other teachers, encouraged by her
willingness to discuss what works and
what doesn't, begin to talk about their
teaching and how it influences student
learning. Faculty and team meetings
become a forum in which teachers
learn from one another.
Manuela's commitment to and willingness to talk about learning
break down barriers of isolation that existed among teachers.
46. Roles for All
Teachers exhibit leadership in multiple, sometimes overlapping,
ways. Some leadership roles are formal with designated
responsibilities. Other more informal roles emerge as teachers
interact with their peers.
The variety of roles ensures
that teachers can find ways to
lead that fit their talents and
interests. Regardless of the
roles they assume, teacher
leaders shape the culture of
their schools, improve student
learning, and influence practice
among their peers.
47.
48. Preparing Teachers: Delivery of 21st Century Skills.
Nations around the world have undertaken wide-ranging
reforms of curriculum, instruction, and assessments with the
intention of better preparing all children for the higher
educational demands of life and work in the 21st century.
These are skills that young people
need to know to be successful in this
rapidly changing world.
Q: Are teachers competent to
effectively teach those skills?
This leads to, what teacher preparation
programs are needed to prepare
graduates who are ready to teach well
in a 21st century classroom.
49. Innovation Leadership
As an approach to
organization development,
innovation
leadership can be used to
support the achievement of
the mission or vision of an
organization or school.
In an ever changing world with new technologies and
processes, it is becoming necessary to think innovatively in
order to ensure their continued success and stay competitive.
50. The 21st century shift, Innovative Thinking
This new call for innovation, a
shift from 20th century traditional
view of organizational practices,
which discouraged innovative
behaviors, to the 21st century
view of valuing innovative
thinking as a “potentially
powerful influence on
organizational performance”.
51. Innovation Leadership
As an approach to
organization development,
innovation
leadership can be used to
support the achievement of
the mission or vision of an
organization or school.
In an ever changing world with new technologies and
processes, it is becoming necessary to think innovatively in
order to ensure their continued success and stay competitive.
52. Innovation Leadership is……….
synthesizing different leadership styles in
organizations to influence to produce creative
ideas, products, services and solutions.
Dr. David Gliddon (2006) developed the competency model of innovation leaders and
established the concept of innovation leadership at Penn State University.
The key role in the
practice of innovation
leadership is the…
Innovation Leader.
53. Adapting to new changes in Leadership
“the need for innovation in
organizations has resulted in
a new focus on the role of
leaders in shaping the nature
and success of creative
efforts” in order to adapt to
new changes.
Without innovation leadership,
organizations are likely to
struggle.
54. 21st Century Teaching & Learning
•21st Century Careers
•The new “3 C’s” of Education
•21st Century Skills
•21st Century Skills & Literacy
•Upgrade your Lessons
55. 21st Century Teaching & Learning
Our students are waiting for 21st century learning,
and our world is awaiting graduates who can
succeed and flourish in fast-changing times.
None of this is to say
that everything must
change, hardly.
There are many, oh-somany thing we do that
should never change.
56. ‘If a Child can’t learn the way we teach, maybe
we should ‘teach the way they learn’.
57. 21st Century Careers
21st century careers is all
about CHANGE in our
thinking, strategies and
behaviors to those that
work in the new everchanging and challenging
environment to meet the
challenges of the times.
A need to keep yourself current, resilient through continuous
learning, as well as connected to your values is the career of
the 21st century.
58.
59. Where are we today?
Browse horizontally across the 21st Century Skill &
Literacy.
Put a ‘tick’ if you are familiar with the skill.
Go through the 6 Skills from top to bottom.
Sum up the total and see your Score!.
Your 21th Century
Skills & Literacy score
is as below,
(Total)19 X 100%
54
Total:
19
Literacy Score =
35%
60. CHANGE
IMPROVEMENT
WITHOUT
ENDING
Constant Change -today’s era.
To stay competitive,
-manage the present and plan the future.
-problem is, can’t have the same people
doing both jobs.
If present time people with operational
responsibilities are asked to think about
the future, they will kill it.
Without Change for the better (Kaizen), there
will be no Continuous Improvement to be
Competitive in the current Global competition.
61. The new “3 C’s” of Education
21st Century Teaching & Learning
Communicate Collaborate
Create
To live and succeed in the
present world, students will
need for an increased focus
on communication,
collaboration, and
creativity and
an emphasis
on teaching them to use
technology in order to
learn how to learn, solve
problems, and think
creatively.
62. 21st Century Skills
Students must be taught how to use technology efficiently and
effectively, ethically and appropriately, safely and respectfully to
learn how to learn, solve problems, and think creatively.
63.
64. Successful schools have a clear sense of direction
through Vision Statement. – shared & derived through a
visioning process involving all members of the school.
Once affirmed, it needs to be able
to be articulated by all.
- when achieved, all can then align
their efforts behind the vision and
through self-reference and
development the school will reach.
Translated into reality by means of
a Teaching Framework or belief
system.
65. Example:
To be the center of excellence,
renown internationally for
Educational Leadership
exceeding expectation of 21st
Century National Standards put
forward By the Teacher
Training Agency
66. Widely used Instructional Leadership model
(Hallinger, 2003)
Framing
school
goals
Communicating
school
goals
Supervising
& evaluating
instruction
Coordinating
curriculum
Monitoring student
progress
Protecting
instructional
time
Promoting
professional
development
Maintaining
high visibility
Providing
incentives for
learning
Providing incentives
for teachers
67. What You Can Do to become
Stronger Innovation Leaders in
Your School, and…
...What are we doing
to do more
of and
become better at…
68. Five Core Skills of Innovators Framework
Associating,
Questioning,
Observing,
Networking,
Experimenting.
69. Heidi Hayes Jacobs:
”If you’re not updating your curriculum,
you are saying that nothing is changing.”
“Nearly two-thirds (63 percent)
of school administrators who
responded to a recent survey
said 1:1 computing classrooms
where teachers act as a coach
for students are the future of
education.” (T.H.E Journal)
70. “Innovative teaching supports students’ development
of the skills that will help them thrive in future life and
work.” (IT Research)
71. The pressure to adapt is the need to innovate.
But how? When faced with confusion or a problem,
our instinct is to repair it with order.
We examine and analyze the situation,
looking for logic.
Unfortunately, the rapid analysis and
rational decision-making used has
serious limitations.
Current problems and circumstances
become so complex, they don’t fit
previous patterns. We don’t recognize
the situation. We can’t automatically
know what to do.
72. What worked before doesn’t work today.
To make effective sense
of unfamiliar situations
and complex challenges,
we must have a grasp of
the whole situation, its
variables, unknowns and
mysterious forces.
This requires skills beyond everyday analysis.
It requires Innovation Leadership.
73. Innovative learning - inside or outside of school walls?
Sitting in a classroom
learning information is
rapidly disappearing.
Innovative ways to become
engaged in the learning
process and to increase
content knowledge ,
- occurs in the community,
working on projects or to
sustain the school itself.
74. Field-Based Learning
◦ Practice skills in a realistic setting, more likely to see the big
picture behind what they are learning. Field-based learning
provides that opportunity. An innovative program gives
student a chance to perform work in a real-life setting.
For example, students
who are learning
about ancient history
might spend time
working on an
archeological dig in
the area.
75. Mentoring
- an innovative practice being implemented in schools
across the nation. Often, mentoring consists of experienced
teachers assisting teachers who are new to the field.
◦ Mentoring programs train
students to mentor other
students are on the rise - helping
new students to integrate into
the school, assist in conflict
resolution and do peer tutoring.
Mentoring provides opportunity
to be leaders and can help unify
a student body.
76. Project-Based Learning
Projects can show students how disciplines as diverse as
English, science and math are interrelated - can be
developed to accommodate almost any curriculum.
For example,
A science teacher builds an
Electrolyzer with the students to
demonstrate Electrolysis of water with
soda to its gases form , who learned all
of the skills that accompany the built
and implementation and were engaged
in the process.
The students enjoyed the recognition
the project and gained confidence in
their abilities.
Editor's Notes
These expectations were accompanied by calls for accountability at the school level. Maintenance of the status quo was no longer considered acceptable. Administration and management are terms that connote stability through the exercise of control and supervision. The concept of leadership was favored because it conveys dynamism and pro-activity. The principal or school head is commonly thought to be the school leader; however, school leadership may include other persons, such as members of a formal leadership team and other persons who contribute toward the aims of the school.
These expectations were accompanied by calls for accountability at the school level. Maintenance of the status quo was no longer considered acceptable. Administration and management are terms that connote stability through the exercise of control and supervision. The concept of leadership was favored because it conveys dynamism and pro-activity. The principal or school head is commonly thought to be the school leader; however, school leadership may include other persons, such as members of a formal leadership team and other persons who contribute toward the aims of the school.
The ways teachers can lead are as varied as teachers themselves.
Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers.
So what are some of the leadership options available to teachers? The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success.
2. Instructional Specialist
An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists might study research-based classroom strategies (Marzano, Pickering, & Pollock, 2001); explore which instructional methodologies are appropriate for the school; and share findings with colleagues.
When his fellow science teachers share their frustration with students' poorly written lab reports, Jamal suggests that they invite several English teachers to recommend strategies for writing instruction. With two English teachers serving as instructional specialists, the science teachers examine a number of lab reports together and identify strengths and weaknesses. The English teachers share strategies they use in their classes to improve students' writing.
3. Curriculum Specialist
Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments.
Tracy, the world studies team leader, works with the five language arts and five social studies teachers in her school. Using standards in English and social studies as their guides, the team members agree to increase the consistency in their classroom curriculums and administer common assessments. Tracy suggests that the team develop a common understanding of the standards and agrees to facilitate the development and analysis of common quarterly assessments.
4. Classroom Supporter
Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, coteaching, or observing and giving feedback. Blase and Blase (2006) found that consultation with peers
enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. (p. 22)
Marcia asks Yolanda for classroom support in implementing nonlinguistic representation strategies, such as graphic organizers, manipulatives, and kinesthetic activities (Marzano et al., 2001). Yolanda agrees to plan and teach a lesson with Marcia that integrates several relevant strategies. They ask the principal for two half-days of professional release time, one for learning more about the strategy and planning a lesson together, and the other for coteaching the lesson to Marcia's students and discussing it afterward.
5. Learning Facilitator
Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools.
Frank facilitates the school's professional development committee and serves as the committee's language arts representative. Together, teachers plan the year's professional development program using a backmapping model (Killion, 2001). This model begins with identifying student learning needs, teachers' current level of knowledge and skills in the target areas, and types of learning opportunities that different groups of teachers need. The committee can then develop and implement a professional development plan on the basis of their findings.
6. Mentor
Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional.
Ming is a successful teacher in her own 1st grade classroom, but she has not assumed a leadership role in the school. The principal asks her to mentor her new teammate, a brand-new teacher and a recent immigrant from the Philippines. Ming prepares by participating in the district's three-day training on mentoring. Her role as a mentor will not only include helping her teammate negotiate the district, school, and classroom, but will also include acclimating her colleague to the community. Ming feels proud as she watches her teammate develop into an accomplished teacher.
7. School Leader
Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole.
Joshua, staff sponsor of the student council, offers to help the principal engage students in the school improvement planning process. The school improvement team plans to revise its nearly 10-year-old vision and wants to ensure that students' voices are included in the process. Joshua arranges a daylong meeting for 10 staff members and 10 students who represent various views of the school experience, from nonattenders to grade-level presidents. Joshua works with the school improvement team facilitator to ensure that the activities planned for the meeting are appropriate for students so that students will actively participate.
8. Data Coach
Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction.
Carol, the 10th grade language arts team leader, facilitates a team of her colleagues as they look at the results of the most recent writing sample, a teacher-designed assessment given to all incoming 10th grade students. Carol guides teachers as they discuss strengths and weaknesses of students' writing performance as a group, as individuals, by classrooms, and in disaggregated clusters by race, gender, and previous school. They then plan instruction on the basis of this data.
9. Catalyst for Change
Teacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” (Larner, 2004, p. 32). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning.
In a faculty meeting, Larry expresses a concern that teachers may be treating some students differently from others. Students who come to him for extra assistance have shared their perspectives, and Larry wants teachers to know what students are saying. As his colleagues discuss reasons for low student achievement, Larry challenges them to explore data about the relationship between race and discipline referrals in the school. When teachers begin to point fingers at students, he encourages them to examine how they can change their instructional practices to improve student engagement and achievement.
10. Learner
Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.
Manuela, the school's new bilingual teacher, is a voracious learner. At every team or faculty meeting, she identifies something new that she is trying in her classroom. Her willingness to explore new strategies is infectious. Other teachers, encouraged by her willingness to discuss what works and what doesn't, begin to talk about their teaching and how it influences student learning. Faculty and team meetings become a forum in which teachers learn from one another. Manuela's commitment to and willingness to talk about learning break down barriers of isolation that existed among teachers.
Roles for All
Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.
1. Resource Provider
Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools.
Tinisha becomes a resource provider when she offers to help Carissa, a new staff member in her second career, set up her classroom. Tinisha gives Carissa extra copies of a number line for her students to use, signs to post on the wall that explain to students how to get help when the teacher is busy, and the grade-level language arts pacing guide.
1. Resource Provider
Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools.
Tinisha becomes a resource provider when she offers to help Carissa, a new staff member in her second career, set up her classroom. Tinisha gives Carissa extra copies of a number line for her students to use, signs to post on the wall that explain to students how to get help when the teacher is busy, and the grade-level language arts pacing guide.
2. Instructional Specialist
An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists might study research-based classroom strategies (Marzano, Pickering, & Pollock, 2001); explore which instructional methodologies are appropriate for the school; and share findings with colleagues.
When his fellow science teachers share their frustration with students' poorly written lab reports, Jamal suggests that they invite several English teachers to recommend strategies for writing instruction. With two English teachers serving as instructional specialists, the science teachers examine a number of lab reports together and identify strengths and weaknesses. The English teachers share strategies they use in their classes to improve students' writing.
2. Instructional Specialist
An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists might study research-based classroom strategies (Marzano, Pickering, & Pollock, 2001); explore which instructional methodologies are appropriate for the school; and share findings with colleagues.
When his fellow science teachers share their frustration with students' poorly written lab reports, Jamal suggests that they invite several English teachers to recommend strategies for writing instruction. With two English teachers serving as instructional specialists, the science teachers examine a number of lab reports together and identify strengths and weaknesses. The English teachers share strategies they use in their classes to improve students' writing.
3. Curriculum Specialist
Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments.
Tracy, the world studies team leader, works with the five language arts and five social studies teachers in her school. Using standards in English and social studies as their guides, the team members agree to increase the consistency in their classroom curriculums and administer common assessments. Tracy suggests that the team develop a common understanding of the standards and agrees to facilitate the development and analysis of common quarterly assessments.
3. Curriculum Specialist
Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments.
Tracy, the world studies team leader, works with the five language arts and five social studies teachers in her school. Using standards in English and social studies as their guides, the team members agree to increase the consistency in their classroom curriculums and administer common assessments. Tracy suggests that the team develop a common understanding of the standards and agrees to facilitate the development and analysis of common quarterly assessments.
4. Classroom Supporter
Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, coteaching, or observing and giving feedback. Blase and Blase (2006) found that consultation with peers
enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. (p. 22)
Marcia asks Yolanda for classroom support in implementing nonlinguistic representation strategies, such as graphic organizers, manipulatives, and kinesthetic activities (Marzano et al., 2001). Yolanda agrees to plan and teach a lesson with Marcia that integrates several relevant strategies. They ask the principal for two half-days of professional release time, one for learning more about the strategy and planning a lesson together, and the other for coteaching the lesson to Marcia's students and discussing it afterward.
4. Classroom Supporter
Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, coteaching, or observing and giving feedback. Blase and Blase (2006) found that consultation with peers
enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. (p. 22)
Marcia asks Yolanda for classroom support in implementing nonlinguistic representation strategies, such as graphic organizers, manipulatives, and kinesthetic activities (Marzano et al., 2001). Yolanda agrees to plan and teach a lesson with Marcia that integrates several relevant strategies. They ask the principal for two half-days of professional release time, one for learning more about the strategy and planning a lesson together, and the other for coteaching the lesson to Marcia's students and discussing it afterward.
5. Learning Facilitator
Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools.
Frank facilitates the school's professional development committee and serves as the committee's language arts representative. Together, teachers plan the year's professional development program using a backmapping model (Killion, 2001). This model begins with identifying student learning needs, teachers' current level of knowledge and skills in the target areas, and types of learning opportunities that different groups of teachers need. The committee can then develop and implement a professional development plan on the basis of their findings.
5. Learning Facilitator
Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools.
Frank facilitates the school's professional development committee and serves as the committee's language arts representative. Together, teachers plan the year's professional development program using a backmapping model (Killion, 2001). This model begins with identifying student learning needs, teachers' current level of knowledge and skills in the target areas, and types of learning opportunities that different groups of teachers need. The committee can then develop and implement a professional development plan on the basis of their findings.
6. Mentor
Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional.
Ming is a successful teacher in her own 1st grade classroom, but she has not assumed a leadership role in the school. The principal asks her to mentor her new teammate, a brand-new teacher and a recent immigrant from the Philippines. Ming prepares by participating in the district's three-day training on mentoring. Her role as a mentor will not only include helping her teammate negotiate the district, school, and classroom, but will also include acclimating her colleague to the community. Ming feels proud as she watches her teammate develop into an accomplished teacher.
6. Mentor
Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional.
Ming is a successful teacher in her own 1st grade classroom, but she has not assumed a leadership role in the school. The principal asks her to mentor her new teammate, a brand-new teacher and a recent immigrant from the Philippines. Ming prepares by participating in the district's three-day training on mentoring. Her role as a mentor will not only include helping her teammate negotiate the district, school, and classroom, but will also include acclimating her colleague to the community. Ming feels proud as she watches her teammate develop into an accomplished teacher.
7. School Leader
Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole.
Joshua, staff sponsor of the student council, offers to help the principal engage students in the school improvement planning process. The school improvement team plans to revise its nearly 10-year-old vision and wants to ensure that students' voices are included in the process. Joshua arranges a daylong meeting for 10 staff members and 10 students who represent various views of the school experience, from nonattenders to grade-level presidents. Joshua works with the school improvement team facilitator to ensure that the activities planned for the meeting are appropriate for students so that students will actively participate.
7. School Leader
Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole.
Joshua, staff sponsor of the student council, offers to help the principal engage students in the school improvement planning process. The school improvement team plans to revise its nearly 10-year-old vision and wants to ensure that students' voices are included in the process. Joshua arranges a daylong meeting for 10 staff members and 10 students who represent various views of the school experience, from nonattenders to grade-level presidents. Joshua works with the school improvement team facilitator to ensure that the activities planned for the meeting are appropriate for students so that students will actively participate.
8. Data Coach
Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction.
Carol, the 10th grade language arts team leader, facilitates a team of her colleagues as they look at the results of the most recent writing sample, a teacher-designed assessment given to all incoming 10th grade students. Carol guides teachers as they discuss strengths and weaknesses of students' writing performance as a group, as individuals, by classrooms, and in disaggregated clusters by race, gender, and previous school. They then plan instruction on the basis of this data.
9. Catalyst for Change
Teacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” (Larner, 2004, p. 32). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning.
In a faculty meeting, Larry expresses a concern that teachers may be treating some students differently from others. Students who come to him for extra assistance have shared their perspectives, and Larry wants teachers to know what students are saying. As his colleagues discuss reasons for low student achievement, Larry challenges them to explore data about the relationship between race and discipline referrals in the school. When teachers begin to point fingers at students, he encourages them to examine how they can change their instructional practices to improve student engagement and achievement.
9. Catalyst for Change
Teacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” (Larner, 2004, p. 32). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning.
In a faculty meeting, Larry expresses a concern that teachers may be treating some students differently from others. Students who come to him for extra assistance have shared their perspectives, and Larry wants teachers to know what students are saying. As his colleagues discuss reasons for low student achievement, Larry challenges them to explore data about the relationship between race and discipline referrals in the school. When teachers begin to point fingers at students, he encourages them to examine how they can change their instructional practices to improve student engagement and achievement.
10. Learner
Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.
Manuela, the school's new bilingual teacher, is a voracious learner. At every team or faculty meeting, she identifies something new that she is trying in her classroom. Her willingness to explore new strategies is infectious. Other teachers, encouraged by her willingness to discuss what works and what doesn't, begin to talk about their teaching and how it influences student learning. Faculty and team meetings become a forum in which teachers learn from one another. Manuela's commitment to and willingness to talk about learning break down barriers of isolation that existed among teachers.
10. Learner
Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve.
Manuela, the school's new bilingual teacher, is a voracious learner. At every team or faculty meeting, she identifies something new that she is trying in her classroom. Her willingness to explore new strategies is infectious. Other teachers, encouraged by her willingness to discuss what works and what doesn't, begin to talk about their teaching and how it influences student learning. Faculty and team meetings become a forum in which teachers learn from one another. Manuela's commitment to and willingness to talk about learning break down barriers of isolation that existed among teachers.
Roles for All
Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.
Roles for All
Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.