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The Teacher’s Role in the Development
       and Growth of Schools.
Learning Objectives
At the end of this session, participants should be
  able to:
• define growth and development of schools;
• list the roles of teachers’ in the school ;
• state the importance of teachers’ role in the
  development and growth of school;
• outline the effects of teachers’ poor
  performance on the school; and
• mention the ways teachers’ can perform their
  roles better.
Introduction
• Different people have different notions about school
  development and growth.

• Hillman and Stoll (1994) define school development and growth
  as “a systematic, sustained effort aimed at change in learning
  conditions and other related internal conditions in one or more
  schools, with the ultimate aim at accomplishing educational
  goals more effectively.”

• However, teachers have a central role in the complex process of
  school development and growth, because teachers are key
  change agents for bringing initiatives and innovations in the
  classroom practices as well as in school development.
Content
•   Learning Objectives
•   Introduction
•   Content / Procedure
•   Definition of contextual terms
•   The Teachers’ role in the development and
    growth of schools.
•   Views of some Teachers
•   Effects of Teachers’ poor performance
•   How Teachers’ can perform their roles better
•   Conclusion.
Who is a Teacher?

   A kind helper

   A resourceful person

   very knowledgeable

    attentive listener

    patient and optimistic

    lover of children

   a good role model

   has foresight

   a disciplinarian
Roles of a Teacher


   A Professional

   A Builder of relationships

   A good Communicator

   A Positive person

   A good Listener

   Excellent Leader

   A Motivator

   A Cheer leader
Teachers’ should show love . . .
Teachers’ views . . .

• “We are teachers and our job is only teaching bringing
  change is the function of management”.

• “We are teachers and our job is only to teach, we
  cannot do any thing without the principal’s consents”.

• “Trainings play fundamental role in a good school
  [effective school] which helps teachers to adopt the
  new strategies in her teaching.”
Development and Growth of Schools
    Development

    A process of changing and becoming larger, stronger, successful, and advanced

    making somebody or something to change in this way.

    Growth

    The process of becoming larger and more mature.

    An increase in size, numbers and strength.

    A process of expanding or developing, especially rapidly.


     School

    An institution for teaching children knowledge and experience.
How developed is
   your school?
 Do you have quality human
resource?

   Are you developed within and
without?

    Do you motivate your staff?

    Are you patient with your
students?

    Are you extra – patient with
your „slow‟ learners?

   Do you relate well with other staff?

   Do you take criticisms positively

   How often do you show appreciation?
Teachers’ should be patient.....
The Role of the Students

 listen attentively in class


   study hard

   ask questions

   obey teacher‟s instructions

   make use of the library

    excel in your studies

    shun bad company

    move with the wise

   make your parents proud
Teachers are very important .......

   they shape the lives in their care

 they have a strong influence on
their pupils

   they nurture budding talents

 they can bring out the best in
their students

    they push students to achieve
success

    they turn dreams to reality

    they do not give up on their
students

 they are care-givers and
helpers . . .
Parents’ Role

 monitor your children‟s
progress

   assist with school work

 ensure your children are
healthy

   provide for their needs

 improve on what has been
done in school

   teach them life experiences

   listen to them

   answer their questions ......
Teachers’ should not . . .

    use wrong/negative words

    be too harsh , wicked or abusive

    dress inappropriately

    teach students wrong ideas,
values

    be partial

    be lazy

     indifferent to students‟ condition

     teach what they do not know

     give up on their “slow” students
Teachers’ should work together

Positive Collaboration   Negative Behaviours at work
Effects of Teachers’ Poor Performance
• The Students will most likely be denied quality
  education
• The Teachers’ may lose their value and worth before
  their students and stakeholders
• The Teachers’ would have failed in their obligation
  and duty
• Values, morals and culture which the teachers should
  pass down to the students would be lost.
• The Parents do not obtain commensurate return on
  their investment and efforts
• The school will lose public goodwill over time and if
  care is not taken, this could lead to school closure.
If You can read this, thank your Teacher
How to enhance Teachers’ performance
•   Teachers‟ are the main change agents of school learning environment therefore
    their professional development is necessary for bringing change in teaching and
    learning .

•   Hall and Hord (1987) also indicate the importance of teachers‟ concerns and say,
    “Change can be more successful if the concerns of teachers are considered”

•    Collaborative teaching and learning environment is a source of school
    effectiveness. So, the school management should encourage collaboration in
    school.

•   Distributing a larger proportion of current leadership activities to teachers would
    have a positive influence on teacher effectiveness and students‟ engagement.
    (Muijs and Harris 2003).

•    Capacity building of teachers needs to be focused on teachers‟ self confidence so
    they could use their expertise to create learning environment in this school.

•    By organising sessions/workshops particularly for teachers on pedagogical skills.
    This support will help teachers to take initiatives and bring innovations in teaching
    and learning process, which improve classroom practices and enhance students
    learning outcomes.
Conclusion
 Professional development of teachers makes classroom practices.

 Leadership cooperation and support with the teachers create
  conducive environment for learning to take place and it is
  essential for making a school effective.

 Teacher’s professional growth leads the classroom practices into
  the changed learning condition where teachers play his / her role
  as change agent.

 School shared leadership style facilitates and empowers teachers
  with good coordination, support and cooperation for bringing the
  needed change that will enhance the students learning.
Reading List
  For further study:

                                                          • http://navodaya.nic.in/Role%20of%20Teacher.htm

            http://www.csun.edu/~mHillman, J. & Stoll, L. (1994) Understanding School improvement. School Improvement Network Research Matters No.1

                                 Fullan, M. (2001). The new meaning of educational change. Chap 4.New York: Teachers College Press.

               Stoll,L.& Fink,D.(1996). Changing our schools: The Haltom Effective School Project: A story of change. Buckingham: Open University Press.

                                                         Kanji, G. (2000). Whole School Improvement Program.

                           Hall,G. and Hord,S.(1987). Change in schools: Facilitating the process. Albany: State University of New York Press.

                         Day,C., Harris,A., Hadfield,M.,Tolley,H., Beresfor,J.(2000). Leading School in time of change. Buckingham: Open Press.

                                  Harris, A. (2006). Leading Change in School in Difficulty. Journal of Educational Change, (7) pp. 9-18

Muijs, D., & Harris, A. (2003). Teacher leadership-improvement through Empowerment? An overview literature. Educational management and administration, 31(4),pp.437-
                                                                                       448.
                                           Rizvi,M., & Elliot, R. (2007). Enhancing and sustaining teacher professionalism in Pakistan.

                                                     Teachers and Teaching: Theory and Practices, 13 (1), pp 5-19
                                                                          Fidler, B. (1998).

                        How can a Successful School Avoid Failure? Strategic Management in schools. School Leadership & Management, Vol. 18,

         Rose, Mike. “Lives on the Boundary.” The Presence of Others. Ed. Andrea A. Lunsford and John J. Ruskiewicz. New York: St. Martins Press, 1997, 97-110
Spayde, Jon. . “Lives on the Boundary.” The Presence of Others. Ed. Andrea A. Lunsford and John J. Ruskiewicz. New York: St. Martins Press, 1997eq75037/paper1.htmlZX
The End



Thank you for your participation
         Bye for now.

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The Teachers' Role in the Development and growth of schools

  • 1. The Teacher’s Role in the Development and Growth of Schools.
  • 2. Learning Objectives At the end of this session, participants should be able to: • define growth and development of schools; • list the roles of teachers’ in the school ; • state the importance of teachers’ role in the development and growth of school; • outline the effects of teachers’ poor performance on the school; and • mention the ways teachers’ can perform their roles better.
  • 3. Introduction • Different people have different notions about school development and growth. • Hillman and Stoll (1994) define school development and growth as “a systematic, sustained effort aimed at change in learning conditions and other related internal conditions in one or more schools, with the ultimate aim at accomplishing educational goals more effectively.” • However, teachers have a central role in the complex process of school development and growth, because teachers are key change agents for bringing initiatives and innovations in the classroom practices as well as in school development.
  • 4. Content • Learning Objectives • Introduction • Content / Procedure • Definition of contextual terms • The Teachers’ role in the development and growth of schools. • Views of some Teachers • Effects of Teachers’ poor performance • How Teachers’ can perform their roles better • Conclusion.
  • 5. Who is a Teacher?  A kind helper  A resourceful person  very knowledgeable  attentive listener  patient and optimistic  lover of children  a good role model  has foresight  a disciplinarian
  • 6. Roles of a Teacher  A Professional  A Builder of relationships  A good Communicator  A Positive person  A good Listener  Excellent Leader  A Motivator  A Cheer leader
  • 8. Teachers’ views . . . • “We are teachers and our job is only teaching bringing change is the function of management”. • “We are teachers and our job is only to teach, we cannot do any thing without the principal’s consents”. • “Trainings play fundamental role in a good school [effective school] which helps teachers to adopt the new strategies in her teaching.”
  • 9. Development and Growth of Schools Development  A process of changing and becoming larger, stronger, successful, and advanced  making somebody or something to change in this way. Growth  The process of becoming larger and more mature.  An increase in size, numbers and strength.  A process of expanding or developing, especially rapidly. School  An institution for teaching children knowledge and experience.
  • 10. How developed is your school?  Do you have quality human resource?  Are you developed within and without?  Do you motivate your staff?  Are you patient with your students?  Are you extra – patient with your „slow‟ learners?  Do you relate well with other staff?  Do you take criticisms positively  How often do you show appreciation?
  • 11. Teachers’ should be patient.....
  • 12. The Role of the Students  listen attentively in class  study hard  ask questions  obey teacher‟s instructions  make use of the library  excel in your studies  shun bad company  move with the wise  make your parents proud
  • 13. Teachers are very important .......  they shape the lives in their care  they have a strong influence on their pupils  they nurture budding talents  they can bring out the best in their students  they push students to achieve success  they turn dreams to reality  they do not give up on their students  they are care-givers and helpers . . .
  • 14. Parents’ Role  monitor your children‟s progress  assist with school work  ensure your children are healthy  provide for their needs  improve on what has been done in school  teach them life experiences  listen to them  answer their questions ......
  • 15. Teachers’ should not . . .  use wrong/negative words  be too harsh , wicked or abusive  dress inappropriately  teach students wrong ideas, values  be partial  be lazy  indifferent to students‟ condition  teach what they do not know  give up on their “slow” students
  • 16. Teachers’ should work together Positive Collaboration Negative Behaviours at work
  • 17. Effects of Teachers’ Poor Performance • The Students will most likely be denied quality education • The Teachers’ may lose their value and worth before their students and stakeholders • The Teachers’ would have failed in their obligation and duty • Values, morals and culture which the teachers should pass down to the students would be lost. • The Parents do not obtain commensurate return on their investment and efforts • The school will lose public goodwill over time and if care is not taken, this could lead to school closure.
  • 18. If You can read this, thank your Teacher
  • 19. How to enhance Teachers’ performance • Teachers‟ are the main change agents of school learning environment therefore their professional development is necessary for bringing change in teaching and learning . • Hall and Hord (1987) also indicate the importance of teachers‟ concerns and say, “Change can be more successful if the concerns of teachers are considered” • Collaborative teaching and learning environment is a source of school effectiveness. So, the school management should encourage collaboration in school. • Distributing a larger proportion of current leadership activities to teachers would have a positive influence on teacher effectiveness and students‟ engagement. (Muijs and Harris 2003). • Capacity building of teachers needs to be focused on teachers‟ self confidence so they could use their expertise to create learning environment in this school. • By organising sessions/workshops particularly for teachers on pedagogical skills. This support will help teachers to take initiatives and bring innovations in teaching and learning process, which improve classroom practices and enhance students learning outcomes.
  • 20. Conclusion  Professional development of teachers makes classroom practices.  Leadership cooperation and support with the teachers create conducive environment for learning to take place and it is essential for making a school effective.  Teacher’s professional growth leads the classroom practices into the changed learning condition where teachers play his / her role as change agent.  School shared leadership style facilitates and empowers teachers with good coordination, support and cooperation for bringing the needed change that will enhance the students learning.
  • 21. Reading List For further study: • http://navodaya.nic.in/Role%20of%20Teacher.htm http://www.csun.edu/~mHillman, J. & Stoll, L. (1994) Understanding School improvement. School Improvement Network Research Matters No.1 Fullan, M. (2001). The new meaning of educational change. Chap 4.New York: Teachers College Press. Stoll,L.& Fink,D.(1996). Changing our schools: The Haltom Effective School Project: A story of change. Buckingham: Open University Press. Kanji, G. (2000). Whole School Improvement Program. Hall,G. and Hord,S.(1987). Change in schools: Facilitating the process. Albany: State University of New York Press. Day,C., Harris,A., Hadfield,M.,Tolley,H., Beresfor,J.(2000). Leading School in time of change. Buckingham: Open Press. Harris, A. (2006). Leading Change in School in Difficulty. Journal of Educational Change, (7) pp. 9-18 Muijs, D., & Harris, A. (2003). Teacher leadership-improvement through Empowerment? An overview literature. Educational management and administration, 31(4),pp.437- 448. Rizvi,M., & Elliot, R. (2007). Enhancing and sustaining teacher professionalism in Pakistan. Teachers and Teaching: Theory and Practices, 13 (1), pp 5-19 Fidler, B. (1998). How can a Successful School Avoid Failure? Strategic Management in schools. School Leadership & Management, Vol. 18, Rose, Mike. “Lives on the Boundary.” The Presence of Others. Ed. Andrea A. Lunsford and John J. Ruskiewicz. New York: St. Martins Press, 1997, 97-110 Spayde, Jon. . “Lives on the Boundary.” The Presence of Others. Ed. Andrea A. Lunsford and John J. Ruskiewicz. New York: St. Martins Press, 1997eq75037/paper1.htmlZX
  • 22. The End Thank you for your participation Bye for now.