Introduction To Leadership Formatted
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This document introduces the Michigan Mathematics and Science Teacher Leadership Collaborative, which aims to develop teacher leaders. It discusses how teachers can gain leadership skills through professional learning communities and contributing to school improvement. The document also explores whether leaders are born or developed, and presents the premise that leadership involves both innate abilities and learned skills and knowledge. It outlines the collaborative's goals of developing teacher, school, higher education, and science center leadership.
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Similar to Introduction To Leadership Formatted
Becoming An Exemplary Instructional Leader
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
Module 1 principal leadership for school improvement ppt march 2015
This document outlines the key points from a professional development session on principal leadership for school improvement. The session is divided into three parts with learning outcomes listed at the beginning of each part. The first part focuses on the challenges of 21st century leadership and identifying leadership actions to support student achievement. The second part discusses Viviane Robinson's research on the impact of leadership on student outcomes and the five dimensions of student-centered leadership. The third part focuses on instructional leadership, the barriers and enablers to demonstrating instructional leadership, and tools leaders can use for instructional leadership.
Mentoring Builds Leadership Skills and Teacher Effectiveness
Mentoring Builds Leadership Skills and Teacher Effectiveness
June 27, 3:15 – 4:15pm, Room: Union B
Mentoring can build skills for 21st century leadership. The new evaluation structure, the need to retain new teachers, and the necessary focus on collaboration are among the challenges that can be positively impacted with an effective mentoring program. Participants of this session will be provided with information and activities to assist with implementing a mentoring system. Come and learn how mentoring can increase teacher effectiveness.
Main Presenter: Robert Rayburn, Eastland-Fairfield Career and Technical School
Teacher Leader Framework
The document proposes a framework for teacher leader development consisting of three domains:
1. Professional Mastery (skill-based), focusing on experience, effective classroom teaching, and openness to learning.
2. Effective Collaborator (personal qualities), emphasizing trustworthiness, willingness to help others, nurturing attitude, approachability, and empathy.
3. Organizational Excellence (culture-builder), highlighting being positive-minded, leading by example, providing clarity, and being proactive and reflective.
The framework is intended to guide career development, performance reviews, and the cultivation of teacher leadership qualities beyond individual classrooms to benefit student learning.
Teaching as Leadership (July 17)
This document discusses teacher leadership and professional development. It defines teacher leadership as teachers who lead within and beyond the classroom to influence educational practice and promote student learning. Teacher leaders fulfill key roles like mentoring, instructional coaching, and leading professional development workshops. Professional development is considered a central tool for improving teacher skills and student outcomes. Effective teacher leaders monitor improvement efforts, define standards, mentor other teachers, lead workshops, and do action research to fulfill leadership roles and responsibilities.
Key to School Effectiveness: 21st Century Learning Leadership
This document discusses in-service teacher training programs and 21st century school leadership. It contrasts 20th century and 21st century leadership approaches, focusing on leadership for learning, collaborative cultures, and continuous change. 21st century leadership targets developing a learner-centered culture and vision-driven change. Effective leadership requires assessing school culture, professional collaboration, and staff efficacy. The document also discusses teaching 21st century skills like creativity, collaboration and problem-solving. Leadership approaches covered include traits, skills, styles, situational and transformational leadership. Key leadership pillars and challenges are also addressed.
Leading from the Middle
1. The document outlines objectives for a subject leader conference, including understanding effective subject leadership, evaluating leadership styles, and developing a shared vision for teaching.
2. It discusses qualities of effective subject leaders such as being learners themselves, focusing on collaboration, and leading improvement through setting direction, developing teachers, and redesigning the organization.
3. Different leadership styles like authoritarian, democratic, and laissez-faire are presented, along with practices like setting direction, managing teaching, developing people, and organizational redesign.
Education Leadership.pptx
The document discusses educational leadership, including its meaning, purpose, scope, elements, and qualities of great educational leaders. It describes how teachers contribute to educational leadership and how to become an educational leader through obtaining relevant experience and education. Specifically, it outlines career opportunities at different academic levels and explains that a master's degree in educational leadership includes coursework covering law, finance, professional development and strategic planning.
The Role of the Private Christian School Administrator on Teacher Professiona...
This document summarizes a study on the perceptions of private Christian school administrators regarding their leadership roles and supporting teacher professional development. Six administrators participated in a questionnaire and focus groups. Three key themes emerged: 1) The administrators saw their primary role as casting and sharing the school's vision and mission. 2) They viewed success in terms of spiritual impacts on students and teacher growth. 3) The administrators focused on their daily administrative duties and decision-making responsibilities over collaborating with teachers. The study suggests supportive discussions between higher education and private schools could foster administrator growth opportunities regarding servant leadership and mentoring. It also recommends research on teacher perceptions of shared leadership in private schools and supporting pedagogical growth.
Fullan group project answers 1 5[1]
This document summarizes Michael Fullan's ideas about leadership and educational change. It discusses that leadership is about cultivating other leaders and maintaining continuity of direction. Change is a complex process that cannot be understood simply as cause and effect. Fullan believes leaders should be committed to values but flexible in their approaches. Key elements of successful change involve developing relationships, building capacity through collaboration, and focusing on culture change and shared understanding. Leaders must understand the change process, engage moral purpose, and develop cultures that support learning.
Fullan group project answers 1 5[1]
This document summarizes Michael Fullan's ideas about leadership and educational change. It discusses that leadership is about cultivating other leaders and maintaining continuity of direction. Change is a complex process that cannot be understood simply as cause and effect. Fullan believes leaders should be committed to values but flexible in their approaches. Key elements of successful change involve developing relationships, building capacity, understanding the change process, and focusing on leadership development and culture.
Leading in a culture
Moral purpose, understanding change, developing relationships, fostering knowledge, and striving for coherence are the five components of leadership according to Michael Fullan. Leaders must have an explicit sense of moral purpose and use strategies to mobilize people to tackle problems. They must understand that change is complex and appreciate gradual implementation. Developing relationships through attention, recognition, and setting examples is important. Knowledge building occurs through learning in context over time. Leaders strive for coherence through tweaking approaches when clear solutions are not evident.
Leading in a culture
Moral purpose, understanding change, developing relationships, fostering knowledge, and striving for coherence are the five components of leadership according to Michael Fullan. Leaders must have an explicit sense of moral purpose and use strategies to mobilize people to tackle problems. They must understand that change is complex and appreciate gradual implementation. Developing relationships through attention, recognition, and setting examples is important. Knowledge building occurs through learning in context over time. Leaders strive for coherence through tweaking approaches when clear solutions are not evident.
Empowering Leadership (june 2016)
A presentation by Louann Bierlien-Palmer for the June 2016 ACL Principal Training workshop by Western Michigan University.
Constructing A Model For Leadership Oct09
Constructing A Model For Leadership Oct09Michigan Mathematics and Science Teacher Leadership Collaborative
This document discusses qualities of excellent leaders and roles of teacher leaders. It defines leadership qualities through the framework of attitude, skills and knowledge. Some key leadership roles for teachers discussed are instructional leadership, institutional leadership, departmental leadership, professional leadership, and administrative leadership. The document instructs participants to brainstorm and discuss teacher leadership roles in small groups using leadership role category charts.Te Uku Vision Driven Leadership
This document outlines the vision and leadership approach to professional development at Te Uku School in 2008. It discusses establishing a planned and responsive approach to professional learning focused on ICT and student well-being. Teachers engaged in action research projects and informal "coffee club" discussions to reflect on practices and beliefs. Examples of action research topics included developing a shared vision for learning and increasing student engagement. Next steps involved establishing support structures and linking professional learning to performance reviews to sustain an inquiry-based approach.
Elements Of A Culture Of Achievement For All
Culture is a shared frame of reference for interacting with one another and for interpreting the world in which we live. This common frame of reference includes communication, values, beliefs, and interpretations of experiences. This seminar presented by Dr. Lourdes tells how culture impacts the learning of all students. Sponsored by www.drlourdes.net
Alma Harris
The document discusses distributed leadership, including what it is, why it is important, and how it can be implemented in schools. Some key points:
1) Distributed leadership involves sharing and extending leadership across an organization, not just from the top leader. It encourages collaboration and developing a shared vision.
2) When leadership is distributed properly through teams and engaging others' expertise, it can positively impact student outcomes and teacher effectiveness.
3) Distributed leadership takes different forms in different schools depending on needs and context, but successful implementations develop leadership at all levels through structures, roles, and collaborative ways of working.
Slides For Wsu Presentation
This document discusses leadership theories and challenges in leading improvement efforts. It provides an overview of characteristics of effective leaders according to various perspectives from research and prominent business leaders. It then discusses common characteristics of effective leaders in schools and districts, such as establishing a clear vision, understanding the environment, strategic planning, developing talent, learning orientation, integrity, and achieving results. The document also outlines theories and models for creating change in organizations and using data to stimulate improvement efforts.
Educational Leadership
The document summarizes research on educational leadership styles from conferences in Australia, the USA, and UK. It discusses:
1. Different leadership styles including coercive, authoritative, affiliative, democratic, pacesetting, and coaching.
2. Attributes of effective educational leaders according to Australian research, such as setting direction, developing people, collaboration, and understanding the school community.
3. A distinction between management skills and the central role of educational leadership in improving student outcomes.
Similar to Introduction To Leadership Formatted (20)
Module 1 principal leadership for school improvement ppt march 2015
Module 1 principal leadership for school improvement ppt march 2015
Mentoring Builds Leadership Skills and Teacher Effectiveness
Mentoring Builds Leadership Skills and Teacher Effectiveness
Key to School Effectiveness: 21st Century Learning Leadership
Key to School Effectiveness: 21st Century Learning Leadership
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More from Michigan Mathematics and Science Teacher Leadership Collaborative
Nsta Web20
This document discusses using Web 2.0 tools to support collaborative learning in science. It begins by reviewing common science practices like note-taking, concept mapping, data collection and analysis that Web 2.0 tools could support. Examples of specific tools are provided for each practice. Considerations for selecting and implementing tools are also discussed. The document concludes by highlighting some emerging tools and providing resources for more information.
Developing Teacher Leaders in Science
Developing Teacher Leaders in ScienceMichigan Mathematics and Science Teacher Leadership Collaborative
MMSTLC Presentation on Developing Teacher Leaders in Science, and on Creating Partnerships and Networks to Support Teacher LeadersSupporting Teacher Leadership Oct09
Supporting Teacher Leadership Oct09Michigan Mathematics and Science Teacher Leadership Collaborative
Leadership development resources from the MMSTLC program. This presentation focused on providing building and district administrators with information to support teacher leaders in their schools.Water Quality Lesson 5
Students use maps to trace the flow of water from Michigan watersheds into the Great Lakes and ultimately to the Atlantic Ocean. They analyze topographic and watershed maps to predict water flow and explain how elevation affects movement. An optional extension allows students to build physical models of Michigan's topography and watersheds to demonstrate their understanding of these relationships.
Water Quality Lesson 4
This document provides an overview of a lesson plan exploring watersheds. Students will work in groups to build watershed models and make observations. They will create elevation maps and write predictions about water flow. By testing their models, students can explain how water moves through a watershed and compare their models to real river systems. The goal is for students to understand concepts like runoff, absorption, and groundwater flow based on elevation changes.
Water Quality Lesson 3
This document provides guidance for teachers on lesson 3 of a curriculum about investigating local water quality. It discusses having students develop sub-questions to help answer the driving question of "What is the Water Like in Our River?". The lesson focuses on establishing criteria for good questions and having students refine their own questions to meet those criteria. It also previews the next lesson which will involve building a watershed model.
Water Quality Lesson 2
Students observed a local river through a walk or video in order to form hypotheses about the river's water quality. Working in small groups, they recorded observations and compared the river water to samples of different water quality. The groups then developed initial hypotheses about the river's water quality and shared them with the class. The teacher will assess the students' abilities to form testable hypotheses supported by evidence from their river observations.
Water Quality Lesson 1
This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
2
This document summarizes a professional learning task case study about a 7th grade teacher, Ron Castleman. The case study depicts Ron facilitating a task where students use visual representations to determine the percent, fraction, and decimal for a shaded portion of a grid. It shows Ron attempting to support students' work without directly telling them how to solve it, maintaining a high level of cognitive demand. The case study also depicts Ron using the same task twice with different groups, allowing readers to see how a teacher's instructional decisions impact student learning opportunities. Facilitators can use "dual cases" to prompt discussions on how evidence in the narrative relates to maintaining high levels of cognitive demand.
Design Process Formatted
This document discusses using design-based investigations in science education. It outlines the design process, which involves identifying the problem context, researching the topic, developing ideas, building models, and testing/getting feedback to refine subsequent iterations. The goal is to solve problems through applying science concepts. Design projects follow procedures that vary from the scientific method but can still effectively build understanding and allow assessment of student learning.
Reflection On Checkpoints Formatted
Reflection On Checkpoints FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides prompts for a team to reflect on their progress implementing an action plan from a grant. The team is asked to review how their action plan supports the goals of all partners in the project and identify any adjustments needed. They are also asked to reflect on how they have addressed or plan to address potential needs in their school identified over the summer related to components for success. Finally, the team reflects on steps taken to implement a professional development plan for teacher leaders and whether additional actions are needed to support the teacher leaders.Assessment Overview Formatted
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
1 A Formative Assessment Cards Formatted
1 A Formative Assessment Cards FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document outlines various assessment tools used for student evaluation including graded and non-graded pre-assessments, mid-year exams, student self-assessments, end of unit projects, homework, weekly quizzes, math worksheets, unit tests, teacher observations, probing questions, screening exams, and state-mandated achievement tests. These assessments are intended to provide feedback on student understanding and progress throughout the school year.Continuum Of Emerging Teacher Leadership Formatted
Continuum Of Emerging Teacher Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document presents a continuum for assessing teacher leadership skills across four domains: adult development, dialogue, collaboration, and organizational change. It provides indicators for rating skills from 1-5 in each domain, with a 5 indicating more advanced skills such as enabling reflection in others, facilitating dialogue among colleagues, engaging others in collaborative decision-making, and initiating innovative change. The continuum is intended to help educators evaluate their own leadership and have supportive conversations around coaching, mentoring, and professional development to strengthen teacher leadership capacities.Bakers Dozen Handout Formatted
This document outlines 13 selection criteria for identifying teacher leaders, including possessing a strong commitment to math or science education, having at least 5 years of teaching experience and being at least 10 years from retiring, displaying credibility and effectiveness with other staff, demonstrating collaborative and communication skills, and showing potential to develop coaching, mentoring, and leadership abilities.
Detailed Agenda T S L Selection Criteria Formatted
Detailed Agenda T S L Selection Criteria FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides materials and procedures for a 30-minute activity to help participants develop criteria for selecting teacher leaders. It involves introducing attributes of teacher leaders through a discussion, reviewing example criteria using a "Baker's Dozen" handout, and having teams develop their own selection criteria to share. The goal is to help representatives, STEM programs, and school districts set criteria for choosing teacher leaders.Reflection T S L Criteria Formatted
Reflection T S L Criteria FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document provides selection criteria for choosing a Teacher Leader to help lead a project aimed at building science and mathematics leaders in Michigan. An ideal Teacher Leader should have positive attitudes and dispositions, strong content knowledge in science and math, and leadership, communication and interpersonal skills to help guide the project to success. The document prompts selecting a Teacher Leader based on criteria that will further the goal of developing future science and math leaders in the state.Detailed Agenda Introduction To Leadership Formatted
Detailed Agenda Introduction To Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides an introduction to leadership and outlines a 45 minute activity to help participants gain an understanding of the nature of teacher leadership. The activity involves reflections, discussions, and a presentation on developing leadership at different levels including teachers, administrators, higher education, and mathematics and science centers. The goal is to help representatives and leaders in STEM and education better understand leadership development.Reflection Intro To Leadership Resources Formatted
Reflection Intro To Leadership Resources FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document contains reflection questions for an introduction to leadership course. It asks students to reflect on their earliest leadership position, how they were identified as a potential leader, who recognized their leadership skills, why that person saw them as a leader, how that person shared expectations with them, what initial challenges they faced as a new leader, and how they overcame those challenges. It aims to help students develop self-awareness of their leadership journey and skills.Script For Teacher Leadership Activity Formatted
Script For Teacher Leadership Activity FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document discusses developing teacher leadership in mathematics and science education in Michigan. It notes that many current leaders are nearing retirement, so there is a need to identify and develop new teachers to take on leadership roles over the next few decades. It also states that teacher leadership is loosely defined and looks different in various schools and programs. The document advises that the goal is not to define teacher leadership but to help each team develop their own understanding of what it will look like in their situation. It relates that past experiences found teachers exceeded expectations for leadership roles when administrators collaborated with teachers on defining their responsibilities. The activity is intended to explore ideas around teacher leadership and construct a working definition for each team.More from Michigan Mathematics and Science Teacher Leadership Collaborative (20)
Continuum Of Emerging Teacher Leadership Formatted
Continuum Of Emerging Teacher Leadership Formatted
Detailed Agenda T S L Selection Criteria Formatted
Detailed Agenda T S L Selection Criteria Formatted
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Editor's Notes
- See detailed agendas for comments and timing of presentation.