Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
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
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
This workshop deals with instructional leadership using the Sergiovanni model and looks at how the instructional leader can transform a school culture from a culture of teaching to a culture of learning using PLCs.
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
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
Rolffs, Deanna & Murphy, Mary Kay. Concrete Steps to Transform Teacher Collaboration for Increased Student Learning. Presented at the AdvanceED Conference of the Michigan Department of Education in April 2014.
Differentiation in education. How will we get there? Work setting needs. Goals and objectives. Strategies and plans. Assessment of activities. Resource requests. Session areas to be addressed. September session. October session. November session, December session. January session. February session. March session. April session.
In Recent approach toward implementation of NEP2020 , Teachers are required to improve their skill sets. Collaborative Learning is suggested approach which will lead the Teachers with the understanding and implementing the Teaching -learning pedagogy.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. Teacher Leadership in Action: Part 2
1. The types of Collaborative Leadership
frameworks
2. The examples of Leadership Frameworks
examples in my school.
4. Collaborative Leadership Frameworks
• Collaborative leadership is a management
practice which educators can focus on the
leadership skills across functional and
organizational boundaries.
• Collaborative Leadership Frameworks are
interesting ways to enhance and transform
learning and teaching.
6. Professional Learning Communities
(PLC)
Professional Learning Communities (PLC) is a
process in which teachers can work
collaboratively to reach higher achievements
and better outcomes for students.
A PLC represents the institutionalization of a
focus on continuous improvement in staff
performance as well as student learning
7. Professional Learning Communities
(PLC)
• DuFour (2004) alleges that Professional
Learning Communities needs to include
specific and clearly expressed purpose and
suggested-clear outcomes. Also it has to be
involved structure and culture by focusing on
results including power.
8. Professional Learning Communities
(PLC)
At the same time, DuFour (2004) claims that
there are Three Big Ideas about PLC:
Ensuring students learn
Culture of Collaboration
Focus on Results
9. Professional Learning Communities
(PLC)
• Also Ban (2015b) claims that educators need
to add some items for PLCs for example;
• Particular Purposes
• Suggested Outcomes
• Staying Power
• Talented Individuals and teams
• Focusing on results
10. Professional Learning Communities
(PLC)
Attributes;
1) Shared Beliefs, Value, and Vision.
2) Shared and Supportive Leadership.
3) Collective Learning and Its Application.
4) Supportive Conditions
5) Shared Personal Practice.
11. The Benefits of Professional Learning
Communities (PLC)
Productive relationships
Engagement of educators t all levels
Address inequities in education
Promote all-around improvement
13. What do PLCs look like in my school
• To identify the outcomes of teaching and
technology skills for teacher and students
• Walkthrough by administrators
• Discussion in the field of core subjects
• Observing classes
• Collect and analyze data to get better results
14. What do PLCs look like in my school
• One of the best programs about Teacher Leadership
Frameworks is Professional Learning Communities for
our school. We collaborate with parents, staff , and
students and we get positive outcomes. For example,
the Walkthroughs that have been done by
administrators is one of the PLCs at my school. Also,
our science departments visit my coworkers for 20
minutes every month just like the other departments.
After this, we discuss each other how to improve our
teaching way and how to apply student centered
learning system in class. All in all, they get some data
and analyze this when going department meeting.
17. Communities of Practice
Niesz states that CP consists of these essential
components (Niesz, 2007, p.606)
• Community: Learning as belonging
• Identity: Learning as becoming
• Practice: Learning as doing
• Meaning: Learning as experience
18. Communities of Practice
Communities of Practice can be used by teachers all
the time.
All teachers in my school, attend department meetings
which are some teams like Math Team, Science and
Technology Team, ELA Team, Robotics Team and School
Wide Data Team.
Some of them are grade level groups, department
groups, thematic group. That’s why they work
collaboratively.
Also students have joined these groups sometimes.
20. What do CoPs look like in my school?
• To organize meetings every two weeks in
department level.
• Sharing teaching experiences among staff
members in social media like Google+,
Facebook, Twitter, Edmodo, YouTube etc.
21. Critical Friends Groups (CFG)
• Critical Friends Community is a group of
professional people in a close-knit
collaborative effort working through
improvement
22. Critical Friends Groups (CFG)
Characteristics: (Ban,2014)
Focused on teaching and how to learn student
Consistent and focused
Principal support
Small, supportive group
Improvement Cycle: (Ban, 2014)
Action
Teacher Reflection
Student Achievement
Feedback
23. Critical Friends Groups (CFG)
• Characteristics of Critical Friends are
consistency, focused on teaching and student
learning, small groups and principal support.
• Critical Friends Groups improvement cycle
related with teacher reflection, action,
feedback and student achievement.
24. Critical Friends Groups (CFG) in My
School
• I believe that as a teacher, this cycle system is really
helpful in my school because teachers can observe and
evaluate themselves. Ban (2013) claims CFG improving
cycle like Action, Student Higher Achievement, Teacher
Reflection, and Feedback need to be used all teachers.
This cycle system was implemented in my school
successfully and it has a significant importance. Our
students would be get big achievements with CFGs.
There are important points that consistency and focusing
on teaching and how to learn our students. As science
department, we use this way and create a lot of different
teams. Finally our teams are stronger and confident than
Individuals in the school.
25.
26. What do CFGs look like in my school?
• To Build specific Science Olympiad Teams
according to the yearlong targets of students
progress in PBL such as ELA connection,
Creating video about projects, presentation
• To Evaluate students science fair projects and
e-portfolios with these group of teachers, ask
them write feedback by using rubrics for each
topics.
27. References
Ban, (2013). American College of Education, CI-
5393 Course / Module 3 –lectures.
Baron, D. (2007). Critical friendship: Leading
from the inside out. Principal Leadership, 7(9),56-
58.
DuFour,(2004). Culture Shift Doesn't Occur
Overnight or Without Conflict. Journal of Staff
Development, 25(4), 63-63.
Hord, S. (2009). Professional Learning
Communities: Educators work together toward a
shared purpose. Journal of Staff Development, 30(1),
40-43.
28. References
– Hord, S. M. (1997). Professional learning
communities: Communities of continuous inquiry
and improvement. Austin, TX: Southwest
Educational Development Laboratory. Retrieved
from http:// www.sedl.org/pubs/change34/plc-
cha34.pdf
– Niesz, T. (2007). Whay teacher networks (can)
work. Phi Delta Kappan, 88(8), 605-610.
– Wenger, E. (1998): Communities of Practice:
learning, meaning and identity, Cambridge,
Cambridge University Press.
Editor's Notes
I will study on teacher leadership frameworks with my team to decide how we to work in collaborative way so that we can find solutions to our school need or issue we selected.
Here is the definition of Collaborative Leadership Frameworks.
I will focus on types of Leadership Frameworks and how to implement these in my school. There are three leadership frameworks which are Professional Learning Community (PLC), Community of Practice (CoP) and Critical Friend Groups (CFG).
DuFour states that there are three critical concepts about PLCs by asking some questions. For instance, what do we want each student to learn? How can we check if students understand? How will we know when each student has learned it? How will we respond to students when they are exposed to difficulty in learning? How can we determine the next step if they already know subject? The Second Concept is Culture of Collaboration, and the Third Concept is Focus on Results.
Hord and Sommers (2008) organized PLCs into five major components.
We can gain many benefits if we establish Professional Learning Communities in schools. I would like to give some examples about that.
For example; we can build productive relationships in order to work collaboratively, be partner, reflect, and fulfill school-wide specific programs.
With regular department meetings in the middle and at the end of the quarters we discuss each other regarding the learning outcomes and expectations
In addition, we are learning how to improve teacher ownership and how to increase the level of ownership by teachers.
Communities of practice are a group of educators who desire to share their concerns and passions, and learn how to do it better as they interact routinely. Membership for Community of Practice is based on voluntary activities.
“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” (Wenger, 2009).
CoPs develop teacher’s practice through a variety of activities. For example, In my school, PC helps teachers with regard to problem solving, requests for Information, seeking and sharing experience, reusing assets, coordination and synergy, discussing developments, documenting projects, visits, mapping knowledge and identifying gaps. As Ban (2013) said, “learning is that it not only shakes us to think about how our professional organizations learn, but it shakes our beliefs on what is good for students”.
We can define that CFG is a group of educators who dedicate themselves to each other for an extended period of time, usually a few years, to closely examine their teaching practices and learn how to improve their craft.
Baron states that Critical Friendship Groups (CFGs)are the key point of a Professional Learning Community. These groups set up targets and they create teams so that students and educators can be evaluated. Also the functions of these groups are to work in harmony and produce solutions with together. CFGs should be involved action, student higher achievement, giving feedback, reflection by teachers. As educators, we are able to reach our goals effectively with the help of CFGs if we focus on how to teach and how to learn students.
Teachers in my school help each other in order to make decision on how to introduce uncover evidence, concepts that students show growth rapidly or have mastered a concept, school rules, or strategies (Silva, 2003).
